ILC 1756 

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ICopy 1 




DEPARTMENT OF THE INTERIOR 
BUREAU OF EDUCATION 



BULLETIN, 1918, No. 6 



THE CURRICULUM OF THE 
WOMAN'S COLLEGE 



BY 



MABEL LOUISE ROBINSON 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1918 



^OftOi*" 



fe'^t 



No. 


T. 


No. 


8. 


No. 


9. 


No. 


10. 


No. 


11. 



'Ci^Vif 



BirilETIN OF THE BUREAU OF EDUCATION. 

Note.— With the exceptions ibdicated, the documents flamed below 'will be sent fre<' 
of charge upon application to the Gommissioner of Education, Washington, D. G. Thos^ 
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A complete list of available publlcatiODs will be sent upon application. 

1917. ' 

"'No. 1. Monthly record of current eflucatioual publications, January, 1917^ 

5 cts. 
*No. 2. Reorganization Of English in secondary schools. A report of the Com 

mission on Secondary iEducation. James F. Hoste. 20 cts. 
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aionthly record of current educational publications, February, 1917 
Current practice in city school administration. W. S. Deflfenbaugh. 
Department-store education. Helen R. Norton. 
Development of arithmetic as a school subject. W. S. Monroe. 
Higher technical education In foreign countries. A. T, Smith anr 
W. S. Jeslen. 20 cts. 
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ibald._ 
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No. 30. School extension statistics, 1915-16. Clarence A. Perry. 
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H. W. Foght. 
No. 32. Work of the Bureau of Education for the natives- of .Alaska, 1915-lG. 
No. 33, A comparison of the salaries of rural and urban superintendents of 
schools. A. C. Monahan and C. H. Dye. 

[Continued on page 3 of cover.] 



DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 



BULLETIN, 1918. No. 6 



THE CURRICULUM OF THE 
WOMAN'S COLLEGE 



BY 



MABEL LOUISE ROBINSON 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1918 



L C / rsG 
'If J 



ADDITIONAL COPIES 

OF THIS PUBLICATION MAY BE PKOCUEED FROM 

THE SUPERINTENDENT OF DOCUMENTS 

GOVEENMENT PRINTING OFFICE 

WASHINGTON, D. C. 

AT 

15 CENTS PER COPY 

D. of D. 
JUL 13 1918 



CONTENTS 



Page. 

Letter of transmittal 5 

The developmeut of the curriculum 7 

Vassar College 8 

Wellesley 17 

Electives at Vassar and Wellesley 27 

Radcliffe College 32 

Barnard College 41 

Mount Holyoke 51 

A comparative study of modern curricula 57 

The requirements for the B. A. degree 62 

English 64 

Radcliffe 71 

Barnard 74 

Zoology 77 

History 85 

German 93 

Mathematics 100 

Chemistry 102 

Philosophy and psychology 104 

Summary of the study of the modern curriculum 100 

College teaching 110 

The relation between major studies and vocations 113 

The socialization of the woman's college 127 

Bibliography 135 

Index 139 

3 



LETTER OF TRANSMITTAL. 



Department of the Interior, 

Bureau of Education, 

Washington. 

Sir: Within the last 25 years the curricula of colleges of arts 
and sciences have undergone large transformations. A revolution 
has been wrought in education theory in the same period. The social 
philosophy of the United States has also been profoundly modified. 
In a very general way the changes in college curricula have followed 
these movements; but so rapid have been the developments, both of 
educational theory and of social philosophy, that higher institutions 
have as yet been unable to adjust themselves perfectly to the new de- 
mands made upon them. There is disagreement among college 
officers as to the present aim of the college of arts and sciences. 
There is consequently disagreement as tO' the principles which should 
govern the framing of collegiate curricula. This is plainly to be 
read in the wide variations of existing curricula. 

To aid in clearing up this confusion in the field of higher educa- 
tion there is urgent need of a series of studies which will accurately 
define the present status of different types of collegiate curricula, 
which Avill follow their evolution, and will explain the educational 
purposes of those who are responsible for them. The Bureau of Edu- 
cation has projected such a series. The first of these studies, entitled 
" The Curriculum of the Woman's College," has been prepared by Dr. 
Mabel Louise Robinson. I transmit it herewith and recommend that 
it be printed as a bulletin of the Bureau of Education. 

Respectfully submitted. 

P. P. Claxton, 

Convmissioner. 

The Secretary of the Interior. 

5 



THE CURRICULUM OF THE WOMAN'S COLLEGE. 



I.— THE DEVELOPMENT OF THE CURRICULUM. 

The modern college for women, evolving by rapid growth from 
recent simple beginnings to its present highly complex state, is iin- 
questionabl}'^ still in the process of development. A glance over the 
changes already accomplished brings conviction that the present situ- 
ation is but a stage in the life history of a virile institution. That 
present condition is explicable only by a knowledge of its beginnings. 
The conception hj the founder, the inheritance of his ideals, the im- 
press of early traditions, and the effect of the immediate environ- 
ment have served inevitably to produce variation. One woman's 
college differs from another in the courses which it offers its students, 
in the emphasis which it places upon values, in characteristics aca- 
demic and social, because of certain elements which brought it into 
existence and certain factors which have been at work on it ever 
since. That the variation is on the whole comparatively slight points 
toward an integrity of purpose highly creditable to the protagonists 
of education for women. 

A study of the modern curriculum should, then, receive illumina- 
tion by a knowledge of the early curriculum, its reason for being, and 
the modifications and adaptations which have attended its growth 
during its struggle for existence. If history has one function, it is 
to interpret the present by the past. If the present is to become sig- 
nificant as a signpost to the future, such an interpretation is essential. 

The colleges upon whose curricula the following study is based 
were chosen as fair samples of the varieties of modern colleges for 
the education of women: Vassar College, "the oldest of the well- 
equipped and amply endowed colleges for women in the United 
States," ^ and Wellesley College, closely paralleling it in age and 
rapidity of development ; Radcliffc College, a pioneer in establishing 
a college wherein women, without coeducation, could receive instruc- 
tion from a university for men, and Barnard College with a like 
affiliation with a men's university; Mount Holyoke, the most im- 
portant college which developed from seminary beginnings. 

1 Cyclopedia of Education. Edited by Paul Monroe, p. 700. 



8 CUBRICULUM OF THE WOMAN S COLLEGE. 

VASSAR COLLEGE. 

When Matthew Vassar founded Vassar College in 1865, he felt 
himself able to cope with most of the obstacles and difficulties con- 
nected with such an undertaking, with the exception of the curricu- 
lum. " For methods of procedure he relied upon others, especially 
upon the board of gentlemen whom he had selected to be his coun- 
sellors and the ultimate depositories of the trust." " In relation to 
matters literary and professional," said he, in one of his early ad- 
dresses to the board, " I can not claim any knowledge, and I decline 
all responsibility. I shall leave such questions to your superior 
wisdom." ^ 

For years he had been interested in the education of woman, his 
attention, as he maintained, having been especially directed to it by 
his niece, Lydia Booth, who conducted a seminary for young ladies 
in Poughkeepsie.2 Her influence was, in reality, probably very 
slight.^ From Milo P. Jewett, the first president, came not only the 
scheme of founding a college for women, but most of the ideas in- 
corporated in its development.* That Mr. Vassar gave no more 
credit to Dr. Jewett is due to the unfortunate misunderstanding 
which later separated the two men.^ It is probable that Dr. Jewett's 
influence colors the general views of a curriculum which Mr. Vassar 
turned over to his trustees at their first meeting, February 26, 1861. 
The founder outlines his conception of a curriculum in the following 
statement : 

I wish.that the Course of Study should embrace, at least, the following par- 
ticulars : The English Laivf^uage and its Literature ; other Modern Languages ; 
the Ancient Classics, so far as may be demanded by the spirit of the times ; 
the Mathematics, to such an extent as may be deemed advisable; all the 
branches of Natural Science, with full apparatus, cabinets, collections, and con- 
servatories for visible illustration ; Physiology, and Hygiene, with practical ref- 

1 Vassar College, its Foundation, Aims, Resources, and Course of Study. By John 
Raymond, President of College, May, 1873. 

2 " It is the truth to say that my great interest on the subject of female education was 
awakened not less than 20 years ago by an intimate female friend and relative, now 
deceased, who conducted a seminary of long standing and character in this city." — Com- 
munications to the board of trustees of Vassar College. By its founder, Feb. 23, 1864. 

3 " Miss Booth had died and Mr. Vassar's will had been made without any reference 
to the educational project. Then in 1855 Dr. Jewett appears upon the scene." — James 
Monroe Taylor : Before Vassar Opened, p. 88. 

* " Milo P. Jewett deserves the credit of originating in Mr. Vassar's mind the impulse 
and conviction which resulted in Vassar College. He not only nurtured the seed — he 
planted it. He wrote out the descriptions of what a college should be for Mr. Vassar's 
quiet reading, met his shrewd objections, encouraged his liberal views of women's powers 
and opportunities, led him to make his will founding the college, then encouraged and 
vivified Mr. Vassar's earlier purpose to realize his aims in his lifetime, sketched plans 
with him of buildings, grounds, equipment, curriculum, urged him to form his board of 
trustees, and then, a culminating stroke, induced him to place the funds in its hands." — 
Ibid., p. 198. 

s " When Jewett's influence had waned and the feeling against him was taking shape, 
it was natural for Mr. Vassar to lose sight of his early indebtedness to him and to look 
back to his earlier associations with his niece." Ibid., p. 190. 



vassar college. 9 

erence to the laws of the health of the sex ; intellectual Philosophy ; the elements 
of Political Economy ; some knowledge of the Federal and State Constitutions 
and Laws; Moral Science, particularly as bearing on the filial, conjugal, and 
parental relations ; Aesthetics, as treating of the beautiful in Nature and Art, 
and to be illustrated by an extensive Gallery of Art ; Domestic Economy, prac- 
tically taught, so far as is possible, in order to prepare the graduates readily 
to become skillful housekeepers; last, and most important of all. the daily 
systematic Reading and Study of the Holy Scriptures, as the only and all- 
sufficient Rule of Christian faith and practice.' 

Convinced then of the inadequacy of the prevailing female educa- 
tion and of the desirability of offering women the same advantages 
as men, and realizing himself miequipped to deal with the forma- 
tion of a detailed curriculum, Matthew Vassar left his better quali- 
fied trustees free to devise a course which should fulfill the require- 
ment of a liberal education for women. One stipulation only he 
made, " that the educational standard should be high, * * * higher 
than that usually recognized in schools for young women. The 
attempt you are to aid me in making," he said, " fails wholly of its 
point if it be not in advance, and a decided advance. I wish to give 
one sex all the advantages too long monopolized by the other." ^ 

When the trustees of Vassar College took up their task of creating 
its curriculum, a number of sources were already available in the 
United States from which they could have found suggestions and the 
results of experience. Before 1830, Catherine Beecher and Emma 
Willard had established schools for girls, the latter offering " col- 
legiate education." Mary Lyon had opened Mount Holyoke Semi- 
nary in 1837. Oberlin College, since 1833, and Antioch since 1853, 
had been coeducational. Elmira College, though its development 
was checked by the Civil War, received its charter as a woman's 
college 10 years before Vassar opened.^ 

From any or from all these sources the trustees may have sought 
and obtained aid. To make definite statement of any such influence 
on the curriculum of Vassar is, however, impossible, since no record 
of any particular investigation appears in their reports. 

In 1861, Milo P. Jewett, who was a graduate of Dartmouth and 
of Andover, and had conducted for years the Judson Female Insti- 

* Proceedings of the trustees of Vassar College, 1861, p. 15. 

- Vassar College, Its Foundations, Aims, Resources, and Course of Study. By John 
Raymond, president of college, 1873. 

=> Wesleyan Female College, Macon, Ga., at first called Georgia Female College, claims 
to be "the oldest regularly chartered institution for conferring degrees upon women in 
America if not in the entire world." 

" Dr. Lillian Johnson said in 1908 that there were 55 colleges in the South before 
Vassar, though no word regarding degrees excepting the institution at Macon. The 
need of qualifying this has been pointed out, and the survey of the whole field must 
leave on our minds the conviction that there was very little collegiate education of 
women in the South before the war, judged by the standards of the better colleges of 
that day." 

" There was effort, occasional large vision, widespread interest in a general seminary 
education, but seldom high standards and the public opinion that would sustain them." — 
James Monroe Taylor: Before Vassar Opened, p. 17. 



10 CURRICULUM OP THE WOMAN 's COLLEGE. 

tute in Alabama, was chosen president of Vassar. Dr. Jewett spent 
a year studying the schools and colleges of the United States and 
devising plans for a course of study. At the end of that time, 
February 25, 1862, we find in the minutes of the meeting of the 
trustees the following : 

Whereas the president of the college has asked leave of absence for the 
purpose of studying the systemsi of female education prevailing in the most 
enlightened countries of Europe, and with the view of otherwise advancing 
the interests of the college : Therefore 

Resolved, That the request of the president be granted. 

Resolved, further. That the president be requested, during his visit to Europe, 
to prepare a general and statistical report on the systems of female instruction 
prevailing abroad, comparing them with those adopted here, and suggesting 
to the board for their adoption such results as seem to him worthy of their 
attention, to guide them in their preparation of a course of instruction/ 

Dr. Jewett embarked on his enterprise more at the instigation of 
the founder than because he expected to gain much enlightenment 
from Europe,^ but his report on his return shows that he did not 
go unaware of the conditions in the United States. 

Before I left home, I took 20 catalogues of prominent female seminaries 
in this State and New England, and had them bound in a handsome octavo 
volume, and lettered " Female Seminaries, U. S. A," Obtaining the req- 
uisite official documents from the commissioners at Albany, I forwarded the 
volume to the United States commissioner for the exhibition. It was placed with 
other books in the United States department, as a valuable contribution on the 
subject of female education in this country. When the exhibition closed, I pre- 
sented it to the library of the educational department of the Kensington 
Museum. * * * in stating the results of my observation on the education 
of young ladies abroad, it is an obvious reflection that there is but a remote 
resemblance between European and American systems.^ 

Upon his return to the United States he set to work to prepare 
the curriculum for the new college, doing most of the work himself, 
as he says the distinguished gentlemen of his committee were too 
closely absorbed in their own business to assist him " except by their 
invaluable suggestions and counsels." ^ 

The plan which Dr. Jewett finally presented was a university 
scheme which, though radically different from the general plan of 
the northern college, rather closely followed that of the University 
of Virginia, as well as the practice in other southern colleges and 
even seminaries.* Perhaps, because of the bitter feeling between 

^ The President's Visit to Europe. 

^ Taylor, James Monroe : Before Vassar Opened. 

3 The President's Visit to Europe. 1863. 

* " There would be a series of schools ; thus of languages, of mathematics, history, and 
political economy, etc., and elections among them. Teaching would be without text- 
books and the examinations would be written, and the completion of a definite number 
of schools would entitle the student to a diploma and to the degree of the college, M. A. 
(as at the University of Virginia)." — James Monroe Taylor: Before Vassar Opened. 



VASSAR COLLEGE. 11 

the North and South which made him wary about appreciation of 
southern institutions, perhaps because he wished to please the 
founder by showing the European trip of some use. Dr. Jewett at- 
tributed his university system to Europe. The plan was never tried, 
however, because as a result of the pernicious influence of Charles A. 
Raymond, Dr. Jewett resigned in 1864. He was succeeded by John 
Howard Raymond, a member of the board of trustees and a scholarly, 
experienced teacher. 

The preparation of the new curriculum resolved itself into the 
following points of departure: (1) The necessity of a complete do- 
mestic system functioning like that of a well-ordered family; (2) a 
liberal course of study strictly collegiate; (3) the entire plan in no 
way a servile copy of existing models ; ^ (4) an arrangement avowedly 
tentative, ready for modification according to public demand or 
private experience. It was published as a prospectus in 1865. 

The general scheme of education was formulated under the fol- 
lowing heads : 

Physical education was " placed first, not as first in intrinsic im- 
portance, but as fundamental to all the rest." It was provided by 
sanitary regulations, by regular instruction in physiolog}'^ and 
hygiene, by a special school of physical training, and by as much 
outdoor study as possible — on the whole a complete and modern plan. 

The intellectual or liberal education offered a regular course of 
study covering four years. The prospectus aimed to make the course 
similar to that of men's colleges, with suiScient allowance for dif- 
ference in sex. It also attempted, unlike ladies' seminaries, to limit 
the work offered to an amount which could actually be accomplished, 
and it explained that the courses required of all were those of uni- 
versal importance, especially for purposes of discipline. 

A regular four years' college course was offered. The trustees 
proposed to submit to a fair trial the question whether the young 
ladies would be willing to spend this length of time in study after 
reaching their sixteenth year; i. e., whether they really wanted a 
liberal education. The prospectus stated distinctly that in the selec- 
tion of the studies and the extent to which they are actually carried 
the ordinary college curriculum would furnish a general guide, the 
intellectual faculties of men and women being essentially similar. 

It is interesting to note in the curricula of the early years of col- 
leges for women the provision and allowance made for women who, 
because of deficiencies of early education, mature years, or peculiar 
needs, wished to enter as special students. Little by little, as regular 
students crowded the college, the welcome was withdrawn from the 

^ Vassar College, Its Foundation, Aims, Resources, and Course of Study, pp. 18—20. 



12 CURRICULUM OF THE WOMAF^S COLLEGE. 

specials, but meantime many women, especially teachers, were 
benefited. 

The curriculum presented in the prospectus offered work in the 
following departments: English language, rhetoric, and belles- 
lettres; languages, mathematics, natural philosophy, and chemistry; 
astronomy ; natural history ; hygiene, history, and political economy ; 
philosophy; art. The content of the work was practically the same 
that was incorporated into the more definitely formulated plan of 
two years later. 

The next head elaborated in the general scheme of education was 
moral and religious education. This was to be subject to the parent 
and free from sectarianism. The organized means were the presi- 
dent's instruction in moral philosophy and evidences of Christianity, 
by daily chapel service, Sunday church attendance, Bible classes, 
prayer meetings, and missionary and charitable associations. 

Domestic education was to be conducted by a theoretical course in 
domestic economy practically illustrated by the workings of the 
college, and by regular hours of sewing under competent teachers. 

Social education was to be encouraged by: (1) Eeading and kin- 
dred arts, (2) conservation, (3) music, (4) arts of design, (5) com- 
position, and (6) soirees, receptions, entertainments, etc. 

Lastly, professional education was provided for by courses in 
teaching, in telegraphing — " a particularly feminine employment " — 
phonographic reporting, and bookkeeping. 

Here was a plan which offered instruction in all collegiate 
branches, but prescribed no uniform arrangement of them. The en- 
tering students presented such inadequate preparation that complete 
elasticity in the curriculum was essential. Time was necessary to 
evolve a system. 

The catalogue of 1867-68 exhibits a plan in which two courses, the 
classical and the scientific, are outlined. The work is prescribed for 
the first two years, but in the junior and senior years three electives 
are permitted. With open-minded tolerance the catalogue points 
out that " various opinions are held as to the comparative value and 
dignity of these two methods," and that it offers the opportunity of 
a fair trial to both. The aim of the classical course is " subjective 
culture and discipline," that of the scientific course " outward prac- 
tical utility." A glance down the two parallel columns following 
shows the sudies in which this differentiation of goal is based : 

FRESHMAN. 
Classical. Scientiflc. 

Latin Same. 

Mathematics Same. 

English Same. 

Greek— French. 

Botany, 2d semester. 



VASSAR COLLEGE. 13 

SOPHOMORE. 

Classical. Scientific. 

English Same. 

Mathematics, 1st semester Same. 

Greelj French. 

Latin, 2d semester German, 2d semester. 

Natural history, 2d semester Geology and mineralogy, 2d se- 
mester. 
Zoology, 2d semester. 

JUNIOR. 

English Same. 

Natural philosophy Same. 

French Same. 

Latin, 1st semester 

Greek, 2d semester German. 

Logic and political economy Astronomy. ' 

Mathematics, 2d semester Physical geography, 1st se- 
mester. 

SENIOR. 

First Semester. 

Intellectual philosophy Same. 

Anatomy Same. 

Chemistry Same. 

Astronomy Same. 

German Same. 

Italian Same. 

Latin Logic and political economy. 

Second Semester. 

Physiology Same. 

Moral philosophy Same. 

Astronomy Same. 

Criticism Same. 

German Same. 

Italian Same. 

Greek French. 

The following year, 1868-69, the division into classical and scien- 
tific courses was not made until the sophomore year. All freshmen 
were required to lay for themselves " a good disciplinary foundation 
in a respectable amount of Latin and mathematics, and a fair knowl- • 
edge of French will have been acquired by all the regular students 
alike." These foundation studies were Latin, French, mathematics, 
English, art, and one semester of physiology and hygiene. 

No change of importance occurred the following year, but in the 
catalogue of 1870-71 the division into classical and scientific courses 
was given up entirely. President Raymond's report for the National 
Centennial of 1876 gave as the reason that " very few students were 



14 CURRICULUM OF THE WOMAN S COLLEGE. 

prepared at the outset to make an election which involved so much, 
and many desired combinations of studies differing in some respects 
from both the courses laid down, combinations often equally good, 
and in some cases better adapted to the real want of the student." 

This same catalogue prescribed the freshmen studies only and per- 
mitted three electives in the sophomore, junior, and senior years. In 
1872-73 the prescribed work was extended through the first semester 
of the sophomore year. Such shifting of the amount of prescribed 
work from two years to one year and then to 1^ years ; of prescribed 
studies like natural history, i. e., " Gray's Botany with laboratory 
practice and excursions," which appeared in 1870 and then dis- 
appea¥(3d until 1874, all point toward the difficulties connected with 
the effort to shape a satisfactory curriculum. 

The curriculum as it appeared in the catalogue of 1874-75 was ad- 
hered to for a long enough period to earn the title " established." 
The work was prescribed until the middle of the sophomore year. 
From the middle of that year the course consisted of electives, three 
full studies meeting five hours a week, or an equivalent in half studies. 
The following courses were offered : 

FRESHMAN YEAR. 

Latin — ^both semesters. 

French, German, or Greek — both semesters. 

English composition — ^both semesters 

Matliematics — first semester. 

Physiology and hygiene — first semester. 

Natural history — second semester. 

Lectures on oriental history — second semester. 

SOPHOMORE YEAR. 

Latin— both semesters. Second Semester. 

Mathematics— both semesters. Greek, German, French. 

Composition — both semesters. Natural history. 

First Semester. Chemistry. 



English literature. 
Lectures on Greek and Roman his- 
tory. 



Lectures on popular astronomy. 



JUNIOR YEAR. 

Greek— both semesters. Second Semester. 

Astronomy — ^both semesters. Latin. 

Composition — ^both semesters. Logic. 

First Semester. Physics. 

Lectures on mediaeval history. 
Rhetoric. 
Natural history. 
Anatomy and physiology. 



VASSAR COLLEGE. 15 

SENIOR YEAR. 

Greek — both semesters. Second Semester. 

Astronomy— both semesters. Moral philosophy. 

Composition— both semesters. Latin, German, French. 

First Semester. English literature. 

Geology. 
Mental philosophy. Chemistry. 

P^J'^^^^- History. 

History of art. 

The established cuiricuhini of 187^75 showed very little altera- 
tion during the next 12 years. In 1881 laboratory work was intro- 
duced into the sophomore natural science work, which had been sepa- 
rated into botany and zoology. Tavo years later English literature 
received an addition by the introduction of a course in Anglo-Saxon. 
From then literature developed rapidly, adding courses and instruc- 
tors until it reached the relative prominence of English literature in 
the usual college curriculum. 

In 1886 President James Monroe Taylor was inaugurated, and the 
next year brought the " Eevised Curriculum." Severe criticism, public 
and private, and a formal protest in 1882 from the alumnae in Boston 
had stimulated investigation and modification. Attendance was fall- 
ing off and Vassar was not holding her own with other colleges for 
women. "WTiether this loss was due to conservatism within the 
college or to the attraction of the other colleges, the alumnae did not 
know, but they were sure the condition could be relieved. 

A general demand for history resulted in five semester courses 
being offered in 1886-87. President Taylor tells us, however, that no 
professor was provided, and that he took one class. The catalogue 
of 1887-88 announced the new professor and the same five courses. 
From then on history became increasingly important in the curricu- 
lum. Political economy appeared in the catalogue for the first 
time in 1886 as a subject apart from logic and remained under this 
title until 1890, when it expanded into economics, although President 
TaA'lor says that the chair was not established until 1893. 

From 1886 the degree of Ph. D. was offered by the college, but in 
1894 it was withdrawn, and the college definitely took the stand for 
undergraduate work only. 

The adverse criticism concerning the preparatory department, 
especially during 1886, resulted, in 1888, in the closing of this very 
thriving part of Vassar, and in greater freedom to follow the higher 
academic standards with which preparatory work had always inter- 
fered. 

In 1890 biology, which had been forging forward all over the 
country, was recognized by a chair distinct from natural history. 
41596°— 18 2 



16 CURRICULUM OF THE WOMAN 's COLLEGE. 

Five years later the department offered 8 semester courses, and 1900 
the number had increased to 11. 

Up to 1892 music and art had been taught in schools separate from 
the college courses and not counting in the hours required for a 
degree. At that time they came into the regular curriculum as at 
Wellesley and Smith. In the same year the choice of senior studies 
was increased by the introduction of Sanskrit, applied chemistry, 
and social science, which offered investigatory work. Chemistry, at 
this time, became a distinct professorship from physics. The estab- 
lishment of a separate professorship, it is perhaps unnecessary to 
note, marks usually the beginning of rapid independent growth of 
the subject separated or introduced. 

The development of the formal study of education began in 1898-99 
with a course of one semester in educational psychology, in the de- 
partment of philosophy. The next year the department offered a 
semester course in history of education, a semester course in educa- 
tional psychology, and a series of lectures by different members of 
the faculty on methods of teaching their respective subjects in 
secondary schools. To these lectures teachers and others in Pough- 
keepsie were invited. In 1903-4 the lectures on methods were 
dropped. In 1905-6 educational psychology was changed to genetic 
psychology, but still was called a course in education. The next 
year it was no longer called education. In 1911-12 courses in phi- 
losophy and psychology were announced as separate departments. 
The department of philosophy offered a one semester course in his- 
tory of education, and the department of psychology still offered the 
course in genetic psychology. Applied psychology, a part of which 
dealt with education, was added the next year. In 1915-16 the phi- 
losophy department offered a semester course in the history of educa- 
tion, and a semester course in principles of education. The psy- 
chology department continued to offer genetic psychology and applied 
psychology. In view of the fact that the policy of Vassar, as expressed 
by her president, is opposed to any special training for teachers, the 
development and present state of the education courses at Vassar is 
of interest. 

From 1892 to 1899 Bible study was conducted by outside lecturers 
who spoke on various Biblical subjects to the students who were in- 
terested to attend. The catalogue of 1899-1900 offered to juniors 
and seniors two regular semester courses. The next year this num- 
ber was increased to three, and in 1902-3, when the chair of Biblical 
literature was established, six semester courses were offered in Bible, 
all electives. 

In the language group the classics had been subdivided into Latin 
and Greek; French and German were made professorships, and in 
1902 Spanish was introduced. 



WELLESLEY COLLEGE. 17 

In the fall of 1903 a curriculum was put into practice which has 
lasted in its general premises until now.^ 

The modern curriculum will be used as the basis for comparison in 
the section devoted to that purpose, and consideration of further 
changes will be left for that section. 

CHBONOLOGY. 

1874-75 — " Established " curriculum. 

1881 — Zoology and botany laboratory in second semester sophomore year. 

1883 — English literature — Anglo-Saxon — (literature develops rapidly). 

1886 — Taylor inaugurated. 

1886—87 — Revised curriculum. 

1886 — Literature for freshmen. 

1886-87 — Junior and senior history offered. No professor. 

1887-88 — Five semester courses in history. Lucy Salmon, professor. 

1886 — First political economy apart from logic. 

1881 — Philosophy, senior year. 

1886-1894— Ph. D. offered. 

1888 — Preparatory department closed. Disappearance of special students. 

1890 — Expansion of biology. 

1890— Expansion of political economy into economics. 

1892-93 — Music and art come into regular curriculum. 

1892 — First Sanskrit, .senior year. 

Applied chemistry, senior year. Professorship distinct from physics. 

Social science, senior year. 
189;") — Physics or chemistry required in sophomore year, one semester. 
1898-99 — Educational psychology, one semester. 
1899-1900 — Courses in education. 

History of education, one semester. 

Educational psychologj', one semester. 

Methods of teaching in secondary schools. 
1906-7 — Education drops to one semester senior course. 
1892-1899— Bible study by outside lecturers. 

1899-1900 — Bible, two semester courses open to juniors and seniors. 
1900-1901 — Bible, three semester courses open to juniors and seniors. 
1902-3 — Bible, six: semester courses open to juniors and seniors. 

Chair of Biblical literature established. 
1902-3 — Spanish introduced. 

WELLESLEY. 

The long process of trial and error by which Vassar had sifted out 
its curriculum shortened that period for every other woman's col- 
lege. The pioneer not only works for himself, but for all who follow 
him. No other college had the same problem to face that Vassar 
faced in the early sixties. Each one had its own peculiar difficulties 
to overcome, but some of the problems of the early existence of a col- 
lege for women had been solved once and for all by Vassar. 

1 Taylor and Haight. Vassar, p. 161. 



18 CURRICULUM OF THE WOMAN "s COLLEGE. 

In September, 1875, 10 years after the first collegiate year of 
Vassar College, Wellesley College was opened to students. If the 
ideals of the founder of a college tend to influence the history of its 
development, Wellesley, in spite of the fact that it benefited from the 
10 years' experience of Vassar, will show a difference in emphasis 
of values, an individuality more marked perhaps in its early years 
than later when the pressure of modern demands stamps education 
with large common tendencies. 

Matthew Vassar, the self-made business man, founded Vassar Col- 
lege first to make a useful disposition of his large property, and sec- 
ond because, after considering various plans, "the establishment 
and endowment of a college for the education of young women is a 
work which will satisfy my highest aspirations and will be, under 
God, a rich blessing to this city and State, to our country, and to the 
world." ^ To quote from Taylor and Haight : " It is amazing to see 
how, under the inspiration of this great purpose, large ideas shaped 
themselves in the founder's mind, and a certain breadth of tolerance 
characterized his formal utterances. In the small printed pamphlet, 
' Communications to the Board of Trustees of Vassar College by its 
Founder,' the man's straightforward business sense, his keen interest 
in the advancement of women, and his desire to make the college 
' the best ' possible, all appear." ^ 

Except to give his general views as to the character and aims. of 
the college (cf. page 2 of dissertation), he kept his hands off the 
curriculum; yet because of his very recognition of his inability to 
deal with it, the curriculum was influenced and molded in a different 
shape. 

Henry Durant, the founder of Wellesley College, was a man who 
combined the professional training of a lawyer with the ardent zeal 
of a religious convert. Believing the law and the Gospel irreconcil- 
able, he had laid aside the profession at his conversion, but the trained 
lawyer's brain always asserted itself, and no detail was too small for 
its personal supervision. 

He brought to his task a large inexperience of the genus girl, a despotic habit 
of mind, and a temperamental tendency to play Providence. Theoretically he 
wished to give the teachers and students of Wellesley an opportunity to show 
what women, with the same educational facilities as their brothers and a free 
hand in directing their own academic life, could accomplish for civilization. 
Practically, they had to do as he said as long as he lived. The records in 
diaries, letters, and reminiscences which have come down to us from the early 
days, are full of Mr. Durant's commands and coercions.* 

Both Vassar College, which Mr. and Mrs. Durant studied while 
they were making their plans,* and Mount Holyoke Seminary, of 

1 Communications to the board of trustees of Vassar College, Feb. 26, 1861. 

^ Taylor and Haight. Vassar. 

3 Converse : T.he Story of Wellesley, pp. 37-38. 

*Ibid., p. 28. 



WELLESLEY COLLEGE. 19 

^hich Mr. Durant was elected a trustee in 1867,^ served to guide the 
lounder of Wellesley College. Of his aim he himself writes in a 
letter accompanying his will in 1867 : 

The great object we both have in view is the appropriation and consecration 
of our country place and other property to tlie service of the Lord Jesus Christ, 
by erecting a seminary on the plan (modified by circumstances) of South Had- 
ley, and by having an orphan asylum, not only for orphans, but for those who 
are more forlorn than orphans in having wicked parents. Did our property 
suffice, I would prefer both, as the care (Christian and charitable) of the chil- 
dren would be blessed work for the pupils of the seminary.* 

The first catalogue to make a formal statement of the aims of the 
college is the Calendar for 1877-78. Herein is stated under " Course 
of Instruction in Collegiate Department": 

The general design of the college is to provide for the radical change in the 
education of woman, which is made necessary by the great national demand for 
their higher education. * * * The leading object in Wellesley College is to 
educate learned and useful teachers, and this is kept in view throughout all the 
courses of study and in all the methods of instruction.^ 

Again, under " Applications " comes this further explanation : 

Wellesley College has been established for the purpose of giving to young 
women who seek collegiate education, opportunities fully equivalent to those 
usually provided for young men. It is designed to meet in the most compre- 
hensive manner the great desire for the higher education of women, which is 
at this day so remarkable a feature in our national life. * * * 

Its object and aims must not be misunderstood. It is not intended to be like 
an ordinary seminary or finishing school for girls. It is a college, arranged for 
collegiate methods or instruction, and for courses of very difficult study, such 
as are pur.sued in none but the best colleges. It is intended for those only who 
have vigorous health, more than ordinary ability, and the purpose to give them- 
selves faithfully to the pursuit of knowledge, and to discipline and develop their 
minds by arduous study. 

One prominent object in organizing the college has been to give peculiar ad- 
vantages to those who intend to prepare themselves to be teachers. * * * 
The college is not limited to this class of applicants. Others who have not this 
intention, but desire an equally advanced education will be admitted.* 

The course of study offered in the first catalogue of Wellesley was 
by no means as tentative a plan as that with which Vassar was obliged 
to experiment. The college curriculum for a woman's college was no 
longer a new problem. Wellesley's first plan, which held for three 
years without radical change, was to offer a general college course 
for which the degree B. A. was granted sum/ma cum laude for special 
distinction in scholarship. In addition, the catalogue offered courses 
for honors " established to encourage preparation in advance of the 
requirements for admission, to meet the wishes of those desiring to 

1 Converse : The Story of Wellesley, p. 27. 

2 Ibid., p. 26. 

3 Calendar for 1877-78, p. 28. 
*Ibid., p. 47. 



20 CURRICULUM OP THE WOMAN" 's COLLEGE. 

take special studies instead of the general course, and to enable them 
to pursue these studies to an extent not possible in that course."^ 
The honor courses were offered in classics, mathematics, modem 
languages, and science, and consisted of the work of the general 
courses with advanced study in the subject characterizing the honor 
course. 
The general college course was listed as follows : ^ 

Freshman Year. 

Latin, mathematics, history, essay writing, elocution, modern English. 
Electives : One elective study required — 
Greek, German, French. 

Sophomore Year, 

Latin, elective after first semester ; mathematics, general chemistry, mediaeval 

history, essay writing, elocution, history of literature. 
Electives : One elective required — 
Greek, German, French, botany. 

Junior Year. 

Physics, modern history, essay writing, elocution, history of art, rhetoric, lit- 
erary criticism. 
Electives : Two elective studies required — 

Latin, Greek, mathematics (mathematical astronomy), German, French, 
chemistry, mineralogy, botany, zoology. 

Senior Year. 

Mental and moral philosophy, history of philosophy, modern history, essay 

writing, Anglo-Saxon and early English literature : 
Electives : Two elective studies required — 

Latin, Greek, mathematics (astronomy), German, French, analytical chem- 
istry, botany, zoology, geology, physics. 

A foot note added, " The systematic study of the Scriptures will 
be continued throughout the course." 

Instruction in music, drawing, and painting was offered, and the 
domestic work which was a feature of Wellesley until 1896, was em- 
phasized. 

In 1878-79, the studies were systematized into seven different 
courses: The general college course, courses for honors in classics, 
mathematics, science, and languages, the scientific course, and the 
musical course. 

The general course differed very little from the previous year ex- 
cept in requiring three instead of two electives in the junior and 
senior years. 

1 Circular for 1876, p. 6. 2 ibig. 



WELLESLEY COLLEGE. 21 

The aim of the scientific course was given as follows : " The present 
course is arranged to meet the wants of teachers ; to open the way for 
future special study ; and also to provide satisfactory preparation for 
those who intend to become physicians." The studies pursued in the 
scientific course were : 

Freshman year. 

General course studies: 
Grecian history, essay writing, elocution, history of literature. 

Scientific studies : 
Mathematics, French and German, chemistry. 

Sophomore year. 

General course studies : 
Roman history, English literature, essay writing. 

Scientific: 
Mathematics, German, chemistry, botany. 

Junior year. 

General course studies : 
Mediaeval history, literature, essay writing. 

Scientific : 
Mathematics, physics, mineralogy. 

Electives : Botanj^ zoology, astronomy, chemistry. 

Senior year. 

General course studies : 
Mental and moral pliilosophy. modern history. 
Literature, essay writing. 

Scientific : 
Mathematics, mathematical astronomy. 

Electives: Chemistry, physics, geology, astronomy, botany, biology. 

A five-year musical course commenced with the collegiate year 
of 1878-79, which enabled those who took it to graduate in any of 
the regular college courses, and at the same time to acquire a scientific 
musical education. Music took the place of one regular study and 
was allowed the same time for lesson and practice that would have 
been required for preparation and recitation. The musical depart- 
ment grew rapidly and was reorganized and enlarged in 1880, when 
ISIusic Hall was built by the founders. 

Avowedly intended in the beginning for the training of teachers, 
Wellesley early took steps to provide especially for them. In Sep- 
tember, 1878, the teachers' department was organized for women who 
were teachers already, but desired " peculiar facilities for advanced 
studies."^ A special building. Stone Hall, was provided by Mrs. 
Valeria G. Stone; teachers were given the utmost consideration; 
and they flocked to Wellesley in large numbers. They were allowed 

1 Calendar for 1878-79. 



22 CURRICULUM OP THE WOMAN" 's COLLEGE. 

to enter without examination, and under the title of " Course of 
Study in Teachers' Department," we are told that "They will be 
allowed to take the courses of study which they may desire in any 
of the college classes and such as no other students are allowed to 
take." 1 

At the same time the Teachers' Registry, which flourishes to this 
day, was opened to procure positions for the students. The fate of 
the teacher specials seems to have been much the same as in Vassar. 

Says Miss Converse : 

At first there were a good many of them, and even as late as 1889 and 1899 
there were a few still in evidence ; but gradually, as the number of regular 
students increased, and accommodations became more limited, and as oppor- 
tunities for college training multiplied, these " T. Specs," as they were irrev- 
erently dubbed by undergraduates, disappeared, and Stone Hall has for many 
j^ears been filled with students in regular standing." 

The calendar for 1879-80 announced the discontinuance of the 
academic or preparatory department. Like Vassar, Wellesley had 
felt the inhibiting effect of preparatory students upon her collegiate 
progress, and like Vassar, as soon as preparatory schools had been 
established which could serve as feeders, she closed the department. 
That she was able to do this eight years earlier than Vassar points 
probably to thriving finances and perhaps to a little better business 
policy in establishing schools. The names of several are recom- 
mended by the college, and one which was established by a former 
Wellesley teacher has its circular appended to the catalogue. 

The report of the Teachers' Registry for 1891 notes cannily that 
out of 166 young women who were seeking positions at the beginning 
of the year, and are now placed, 73 have found their work in schools 
preparatory to the college. This fact alone demonstrates the useful- 
ness of the registry.^ 

The trustees decided in 1879 to admit students on certificate. Two 
years before Vassar had admitted on certification, and colleges in 
general were adopting that method. 

With the resignation of Wellesley's first president, Miss Howard, 
and the appointment of Alice Freeman in 1881, the curriculum was 
reorganized by simplifying and standardizing the courses of study. 
The courses were called classical and scientific, although courses for 
honors might be elected by students of superior scholarship. In 1870 
Vassar after a three years' trial had given up the division of courses 
into classical and scientific, but Wellesley continued it until 1893, 
when a single course was offered for B. A. and the degree of B. S. 
was discontinued. 

1 Calendar for 1878-79. 

2 Converse : The Story of Wellesley, p. 55. 

3 The President's Report, 1892, p. 17. 



WELLESLEY COLLEGE. 



23 



It would be neither fair nor significant to compare the classical- 
scientific arrangement of the curricula of the two colleges, Wellesley 
and Vassar, since in the early years when it was offered at Vassar 
the curriculum of all colleges was narrower and more restricted as 
to electives. The two tables, nevertheless, show much in common, 
except that Vassar made Latin or Greek a fundamental requirement 
of all students, as she does now. The parallel columns following 
show the subjects which the classical and scientific courses of Welles- 
ley had in common and the subjects by which they were differentiated. 



FBESHMAN. 



Classical. 



Mathematics. 

History. 

English literature. 

Essay writing. 

Drawing. 

French (elective). 

German. 

Latin. 

Greek. 



Scientific. 



Mathematics. 

History. 

English literature. 

Essay writing. 

Drawing. 

French (required). 

German. 

Chemistry. 



SOPHOMORE. 



Mathematics (elective). 

History. 

English literature. 

Essay writing. 

French. 

German. 

Latin, 

Greek. 



Mathematics (required). 

History. 

English history. 

Essay writing. 

French. 

German. 

Mineralogj', crystalography, lithology, 

geology. 
Qualitative analysis (elective). 
Botany (elective). 



JUNIOB. 



Mathematics ( elective ) . 

History. 

English literature. 

Essay writing. 

French (elective). 

German. 

Physics. 

Logic. 

Botany (elective). 

Latin. 

Greek. 

Mineralogy, lithology, and geology 

(elective). 
Qualitative analysis (elective). 



Mathematics (elective). 

History. 

English literature 

Essay writing. 

French (elective). 

German. 

Physics. 

Logic. 

Botany (elective). 

Advanced chemistry. 

Geology. 

Astronomy. 



24 



CUREICULUM OF THE WOMAN S COLLEGE. 



Scientific. 

Mathematics (elective ) . 

History. 

Englisli literature. 

Essay writing. 

French (elective). 

German (elective). 

Mental and moral philosophy. 

Botany required unless previously 

studied. 
Mathematical astronomy (elective). 



Classical. 

Mathematics ( elective ) . 

History. 

English literature. 

Essay writing. 

French ( elective ) . 

German ( elective ) . 

Mental and moral philosophy. 

Botany ( elective ) . 

Latin (elective). 

Greek (elective). 

Astronomy (elective). 

Geology (elective). 

Chemistry (elective). 

Physics (elective). 

Mineralogy (elective). 

Lithology (elective). 

This arrangement, with the addition of many electives and the 
reorganization of Bible study, continued for ten years. 

Until 1882 Bible study had been conducted in daily classes, but 
the work had not the dignity of a regular course nor was it subject 
to examination. In the courses of study for 1883-84 the Bible was 
made a required subject of all four classes in both classical and 
scientific divisions. Greater emphasis was placed on Bible study at 
Wellesley than at Vassar, where it became a regular part of the 
curriculum only in 1899 and then through courses open to election 
by juniors and seniors. 

The statutes of Wellesley as printed in 1885 stated that : 

The College was founded for the glory of God and the service of the Lord 
Tesus Christ, in and by the education and culture of women. 

In order to the attainment of these ends, it is required that every Trustee, 
Teacher, and Officer, shall be a member of an evangelical church, and that 
the study of the Holy Scriptures shall be pursued by every student throughout 
the entire college course under the direction of the Faculty.* 

Later the religious requirements for teachers were altered, and 
Bible study was first reduced to three years and then in 1912 amended 
to extend over the second and third years with opportunities for 
elective studies in the same during the fourth year. Here as in 
many other ways the strongly religious character of the founder 
made itself felt both before and after his death, which occurred in 
1881. 

Many new electives came into the curriculum in 1883-84. The 
zoological laboratory was opened and lectures on physiology and 
hygiene were given for the first time to freshmen, a custom which is 



1 Converse : The Story of Wellesley, p. 122. 



WELLESLEY COLLEGE. 25 

still continued, though long since separated from the zoology de- 
partment. Italian, Spanish, and political science were introduced, 
all antedating the appearance of these studies in Vassar. 
In 1887-88 the following announcement appeared: 

A course will be given in 1887-88 on the science and art of teaching, with 
reference to tlie theories of Pestalozzi, Diesterweg, and Froebel. Special 
consideration will be had to such common-school subjects as reading, writing, 
arithmetic, grammar, animals, and plants. There will also be discussion of the 
best methods of presenting specific subjects to students of the high-school 
grade. Lessons given by members of the class will be criticized by classmates 
and instructor.* 

This course developed the next year into " pedagogics and didactics 
theoretical, practical, and historical," and the department continued 
to grow and to hold a strong place in the curriculum. Eleven 
years later Vassar gave its first course in educational psychology, 
following it the next year with regular education courses. 

In 1891-92 a department of domestic science was founded. The 
president's report of the next year said : " The experiment no longer 
presents the element of doubt which even its most sanguine friends 
recognized at the outset. A wide range of subjects has been covered, 
but the greater part of the time has been devoted to sanitation and 
nutrition, with classroom and laboratory work, special investigation, 
written essays, and visits of inspection." ^ The report for 1893, how- 
ever, regretfully stated that the instructor had resigned and that 
" the women able to conduct a course in domestic science are so few 
that the vacancy caused by this resignation could not be filled." ^ 
Though women able to conduct courses in domestic science appeared 
later, Wellesley never undertook the experiment again. 

In May, 1894, the academic council voted " that the council respect- 
full}^ make known to the trustees that in their opinion, domestic 
work is a serious hindrance to the progress of the college, and should 
as soon as possible be done away with." * The trustees, finding that 
the fees for 1896-97 had to be raised, decided that from that date 
domestic work should no longer be required of any student. " Thus," 
said the president, " for financial reasons the measure has been 
adopted, which was originally urged in the interest of academic 
advancement." ° And thus disappeared from Wellesley all but purely 
cultural work. 

President Shafer's annual report of 1893 announced the formal 
adoption of the " new curriculum,^' which is the basis of the present 
curriculum, and indicated its important features. The scientific 

1 Calendar, 1887. * Ibid., 1893. p. 7. 

2 President's Rept., 1S92, p. 13. ^ ibi,j.^ 1395^ p, g. 

3 Ibid., 1893, p. G. 



26 



CURRICULUM OP THE WOMAN S COLLEGE. 



course was discontinued, and a single course leading to the B. A. 
substituted. The President stated : " We cease to confer the degree 
of B. S. for a course not essentially scientific under existing condi- 
tions, and we offer a course broad and strong containing, as we be- 
lieve, all the elements educational and disciplinary, which should 
pertain to a course in the liberal arts." ^ . 

The new curriculum aimed to offer " the widest election consistent 
(1) with the completion of certain subjects which we deem essential 
to all culture; and (2) with the continuous study of one or two sub- 
jects for the sake of mental discipline and the breadth of view which 
belong to advanced attainment." ^ 

The subjects which were required as essential to all culture and for 
mental discipline and breadth of view were as follows : 

Bible 4 hours. 

English composition 3 hours. 

Physiology and hygiene 1 hour. 

Mathematics - 4 hours. 

Natural science , 4 hours. 

(If taken later than freshman year, 3 hours.) 

Natural science 3 hours. 

(Unless presented for admission.) 

Language 4 hours. 

Philosophy 3 hours. 



26 hours. 



Two appointments in elocution reqiured throughout sophomore year. 

The remaining hours of the 59 required for a degree were elective, 
but the required arrangement was: (a) Three in each of two subjects, 
or (b) three or four courses in one subject with three or two courses 
in one or two tributary subjects. 

The following parallel columns show the subjects required at 
Yassar and at Wellesley at the same time and for the same reasons : 



Wellesley, 1893-94. 

English composition 3 hours. 

Mathematics 4 hours. 

Language 4 hours. 

Physiology and hygiene 1 hour. 

Philosophy 3 hours. 

Elocution (2 appointments in 
sophomore year until 1895) . 

Bible . 4 hours. 

Natural science 4-7 hours. 



Vassar, 1893-94.^ 

English - 6 hours. 

Mathematics 4^ hours. 

Greek, German, French 6^ hours. 

Hygiene 1 hour. 

Psychology and ethics 3i hours. 

Elocution ihour. 



30 hours. 



26 hours. 
1 President's Rept. 1893, p. 4. « Vassar Catalogue, 1893, pp. 60, 61, 62. 



WELLESLEY COLLEGE. 27 

^.■:. ■ Except for the difference in the hours required a close similarity 
in subjects necessary for a course in liberal arts exists in the two 
colleges. Wellesley makes Bible and natural science essential and it 
required four less hours of its students. 

The next radical innovation at Wellesley was the incorporation 
in 1908-9 of the Boston Normal School of Gymnastics into the de- 
partment of hygiene and physical education of Wellesley College. A 
two-year course for special students was offered by the department 
and the opportunity of g^^mnasium privileges for all students of the 
college. At present, by taking five years for the work, the Wellesley 
student may obtain the degree B. A. from the college and the cer- 
tificate from the department. 

Further discussion of the Wellesley curriculum will be presented 
in the chapter on the comparison of the modern curricula. 

ELECTIVES AT VASSAR AND WELLESLEY. 

Since 1823. officers of colleges for men have been discussing and 
disagreeing about the wisdom of the elective system. In 1825 the 
University of Virginia opened with a complete elective course. 
From then until the beginning of President Eliot's administration 
in 1869, Harvard College vacillated and shifted, its curriculum grad- 
ually becoming a little more elastic as the elective system grew in 
favor. President Eliot in the next 40 years led the movement for 
the elective system, and Harvard became its leading exponent. 

Yale, on the other hand, took the conservative stand against the 
elective system, and the smaller colleges fell in behind one or the 
other of the leaders. When Yassar was founded in 1865 the elective 
system was not systematized enough to deserve the name. Ten years 
later, when Wellesley formed its curriculum, the elective plan was 
well formulated and in working order at least at Harvard. It is 
interesting to note that though Noah Porter, the president of con- 
servative Yale, was chairman of the board of trustees at Wellesley, 
his connection seems to have had no effect in discouraging Wellesley 
from offering at least a fair number of electives. The calendar of 
1877-78 speaks in no undecided terms of the value of electives : 

The leading spirit in Wellesley College is to educate learned and useful 
teachers, and this is kept in view throughout all the courses of study and in 
all the methods of instruction. Hence, it is necessary that there should be 
many dilTerent courses of study, as well as opportunities of varying these 
courses by means of elective studies. 

In describing the general college course it goes on to say: 

It may be widely varied by the introduction of elective studies, so as to 
meet the wants of individual students and give them special training and 
education. 



28 CURRICULUM OF THE WOMAIST^S COLLEGE. 

The college, however, believes in limitation to selection and makes 
it clear that the student " can not be allowed to take elective studies 
from caprice, or because they are easy"; hence the choice must be 
subjected to the approval of the faculty. 

Vassar's first plan, already mentioned as offered by President 
Jewett, was elective throughout. "The student selects whichever 
of these courses or studies her talents, tastes, inclinations, pecuniary 
circumstances, or objects in life may lead her to prefer." After she 
had received a specified number of testimonials she was to be grad- 
uated from the university. Small wonder a scheme as radical as 
this was dismissed. With the superficial and inadequate preparation 
of the girls of that day, a nearly insuperable obstacle was offered to 
any free elective system. Electives were later offered guardedly, 
and only when good preparatory schools were established were the 
college students considered capable of wise choice of studies. Even 
now Vassar keeps a firm hand on the course of study unti,l the middle 
of the sophomore year. " The students are presumed by this time 
to have laid a good disciplinary foundation, and to be' able to make 
an intelligent choice, with reference to their special tastes, aptitudes, 
and objects in life," always, however, subject to the approval of the 
faculty. 

The subjects required for a degree of B. A. at Yassar have changed 
but little during the history of the college. The number of hours 
allotted to the different prescribed studies has shifted somewhat. 
The language requirements until 1903-4 were Latin and a choice of 
Greek, German, or French. From then until the present, Greek has 
been a permitted alternative of Latin, and French of German. The 
other subjects which have been usually required are English and 
mathematics. 

After the first five years of experimentation, the work prescribed 
for an A. B. fell into definitely settled lines. In 1872-73 all studies 
were prescribed to the middle of the sophomore jenr. Both fresh- 
men and sophomores were required to study Latin, mathematics, 
English, and a choice of Greek, German, or French. Freshmen heard 
lectures on hygiene and sophomores lectures on ancient history. In 
1874-75 the freshmen were required in addition to take a course in 
natural history based on Gray's Manual of Botany. 

Except for the addition of elocution the subjects required remained 
practically the same for the next seven years. The content of the 
work naturally changed in the general development of college stand- 
ards. Three electives after the middle of the sophomore year were 
permitted. In 1872 the subjects among which the student was free 
to choose were of course limited. The classics, modern languages 



WELLESLEY COLLEGE. 29 

(French, German, and English), mathematics, natural history, 
philosophy, astronomy, and chemistry offered not more than one 
course each during the year. From 1881 to 1886 English composition 
was required of the juniors. 

In 1886 the revised curriculum went into effect. The catalogue 
states that " experience demonstrated the need of much careful com- 
pulsory, work as a preparation for free choice," and goes on to pre- 
scribe certain studies throughout the first two years. For the first 
time the catalogue definitely announced the number of hours required 
for each subject. The list of subjects was practically the same. 

FOR FRESHMEN. 

Latin 4 hours. Natural history 2 hours. 

Greeli 1 English 2 hours. 



German > 4 hours. Physiology 1 semester. 

French J Drawing 1 semester. 

Mathematics 3 hours. Elocution 1 semester. 

FOR SOPHOMOBES. 

First Second 

semester. semester.^ 

Latin 3 hours. 2 hours. 

Greek 1 

German I 3 hours. 2 hours. 

French J 

MatheniMties 3 hours, 

English 3 hours^ 3 hours. 

History 3 hours. 

The junior year was entirely free of requirements, and in the 
senior year only four hours of mental and moral philosophy were 
required. 3y that time the number of electives had increased some- 
what, permitting the student a wider choice. Sophomores, in addi- 
tion to the five prescribed studies, had a choice of six electives : Mathe- 
matics, natural history, chemistry, history, Latin, and astronomy. 
The juniors might choose in the first semester from 12 electives, in 
the second from 14; and the seniors from 13 in the first and from 
10 in the second semester. Including the lectures on art open to 
all classes, 56 electives in semester and year courses were offered in 
1886-87. 

The requirement of natural history for freshmen was discontinued 
in 1889-90, and the English requirement w^as increased to three hours. 
Except these changes and the dropping of elocution and drawing, 
the prescribed work remained practically the same until 1895-96, 
when a radical change was made in sophomore requirements by the 
substitution of science for the classics. The work was no longer 
entirely required for the first semester but throughout the entire 

* Electives to be ch)S€n from Latin, mathematics, natural history, chemistry, history. 



30 CURRICULUM OF THE WOMAN S COLLEGE. 

year three hours each of English history and physics or chemistry 
were prescribed. For seniors a three-hour course in psychology was 
required in the second semester and a full year course of three hours 
in ethics. 

In 1903-4 the prescribed work took the shape in which it has 
remained to the present. The following courses of three hours each 
were required of all candidates for a degree : 

English Freshman year. 

Mathematics Freshman year. 

Latin or Greek Freshman year. 

1 modern language Freshman or sophomore year. 

History Freshman or sophomore year. 

Pliysics or chemistry Freshman or sophomore year. 

Philosophy or psychology Junior year, 1 semester. 

Ethics Senior year, 1 semester. 

Except that juniors no longer have a choice between philosophy 
and psychology, but are limited to philosophy, the requirements for 
the degree of A. B. remain the same in 1915-16. 

The number of electives offered by the college has increased rap- 
idly and steadily with the development of the curriculum, as the 
following table shows : 

1900-1901 — 182 electives offered in college. 
1905-1906 — 202 electives offered in college. 
1910-1911—225 electives offered in college. 
1914-1915 — ^244 electives offered in college. 

In 1895-96, under the department of philosophy, a subheading of 
" Courses in Education and Teaching " appeared, offering tAvo courses 
in pedagogy. Four years later a separate department of education 
was created, and the number of courses was increased to six. The de- 
partment has grown steadily until, in 1915-16, it offers 13 courses, T 
of which are seminarj/^ courses. 

In 1896-97 the department of Slavic languages opened with a 
course in Kussian. The same year mineralogy and petragraphy were 
introduced. 

In 1898-99 Scandinavian literature appeared under Germanic lit- 
erature. In 1899-1900 the staff of the college had increased to 108 
instructors, who were offering 230 courses and half courses. 

A half course in anatomy and physiology was added in 1903, and 
the next year two half courses in the study of Celtic. 

ELECTIVES AT VASSAR. 

1867 — Freshmen and sophomore years prescribed. 3 electives allowed juniors 

and seniors. Postgraduate year to take up omitted studies. 
1870 — 3 electives allowed sophomores, juniors, and seniors. 
1872 — 3 electives after middle of sophomore year. This scheme maintained to 

1886. 



WELLESLEY COLLEGE. 31 

1886-87 — Freshmen : Lectures on history of art, elective for all classes. 

Sophomore: 2(1 semester. 5 prescribed studies, 6 electives, namely, 
mathematics, natural history, chemistry, history, Latin, astronomy. 
Junior : All elective. 1st semester, 12 electives. 2d semester, 14 electives. 
Senior : All elective except mental and moral philosophy. 1st semester, 
13 electives. 2d semester, 10 electives. 
Two languages, one of which shall be Latin, must be studied through- 
out prescribed course. Second language may be Greek, German, or 
French. 

56 electives offered in college in semester and year courses. 
1895-96 — Freshmen year prescribed. 

Sophomore: 1st semester. 3 required, 11 electives. 2d semester, 3 re- 
quired, 12 electives. 
Junior : 1st semester. All elective, 25 electives. 2d semester. Psy- 
chology required, 25 electives. 
Senior : 1st semester. Psychology required, 31 electives. 2d semester. 
All electives, 36 electives. 
147 electives offered in college. 
1900-1901—182 electives offered in college. 
1905-1906—202 electives offered in college. 
1910-1911—225 electives offered in college. 
1914-1915 — 244 electives offered in college. 
1900-1901 — Outline of courses by classes. 

Freshman year : Latin. 4 hours ; German, French or Greek, 4 hours ; 
English, 3 hours; mathematics, 4 hours (1st semester, mathematics, 
3 hours). (Hygiene, 1 hour.) 
Sophomore year: English, 3 hours; physics or chemisti'y. 3 hours; his- 
tory, 3 hours; 5 or 6 hours elective. 
Junior year: 1st semester, 14 or 15 hours elective. 2d semester, 11 or 12 

hours elective. 3 hours psychology required. 
Senior year : 1st semester. 3 hours ethics required. All rest elective. 
1905-1906 — Outline of required courses by classes. 

Freshman year: Latin or Greek, 3 hours; English, 3 hours; mathematics, 

3 hours. 
Sophomore year (or Freshman) : Modern language, 3 hours; history, 3 

hours; physics or chemistry, 3 hours. 
Junior year: Philosophy, 1st semester, or psychologj', 2d semester, 

3 hours. 
Senior year : Ethics. 1st semester, 3 hours. 
Not more than five courses may be carried each semester. 
The required courses in 1910-11 are the same, except that no alternative 
is offered for Junior philosophy. 
The required courses are the same in 1914-1915. 

ELECTIVES AT WELLESLEY. 

1876. — Freshman year prescribed ; choice from Greek, German, French. Sopho- 
more year: 1 elective required, 3 offered. .Junior year: 2 electives 
required, 9 offered. Senior year : 2 electives required, 9 offered. 

1877-78. — Junior year : 3 electives required. Senior year : 3 electives required. 

1879-80. — Sophomore year: 3 electives required. Junior year: 2 electives re- 
quired. Senior year: 2 electives required. 
41596°— 18 3 



32 



CUREICULUM OP THE WOMAN S COLLEGE. 



1883-84. — (Studies counted by subjects offered.) 



Classical. 
. Freshman year : Prescribed, all. 
Sophomore year : Prescribed, 4 ; 

elective, 6. 
Junior year : Prescribed, 4 ; elec- 
tive, 9. 
Senior year : Prescribed, 3 ; elec- 
tive, 17. 

1888-89. 

Classical. 
Freshman year: Prescribed, all. 
Sophomore year: Prescribed, 4; 

elective, 7. 
Junior year : Prescribed, 6 ; elec- 
tive, 23. 
Senior year : Prescribed, 3 ; elec- 
tive, 31. 

1894-95. — Outline of required courses. 

Freshman year : Mathematics, 4 
hours ; Bible, 1 hour ; English, 
1 hour ; natural science, 4 
hours (or in sophomore year, 
3 hours). 

Sophomore year : Physics, 1 
hour ; English, 1 hour ; Bible, 
1 hour. 



Scientific. 

Freshman year: Prescribed, all. 

Sophomore year : Prescribed, all. 

Junior year : Prescribed, 4 ; elec- 
tive, 10. 

Senior year : Prescribed, 3 ; elec- 
tive, 16. 



Scientific. 

Freshman j'ear: Prescribed, all. 

Sophomore year : Prescribed, 4 ; 
elective, 10. 

Junior year : Prescribed, 6 ; elec- 
tive, 20. 

Senior year : Prescribed, 3 ; elec- 
tive, 27. 



Junior year: Bible, 2 hours; 

English, 1 hour ; philosophy, 3 

hours. 
Senior year : A natural science 

here or in junior year. 
Language any year. 
No more than 15 hours a week. 



186 courses open to election. 

1900-1901. — Same as in 189^95, except that the English requirement — 4 hours. 

2 hours in freshman year, 2 hours in sophomore. 

Electives arranged (a) 9 in each of 2 subjects related or unrelated; 

(6) 9 in one subject, with 9 divided between 2 tributary subjects; 

(c) 12 in one subject, with 6 in tributary subject; (d) 12 in one 

subject, with 6 divided between 2 tributary subjects. 
168 courses open to election. (Many not given that year.) 
1905-6. — 194 courses open to election. 
1910-11. — 217 courses open to election. 
1915-16. — ^245 courses open to election. 



RADCLIFFE COLLEGE. 

The history of the conception and growth of Eadcliffe College is 
fundamentally different from that of Vassar or Wellesley. It 
boasts no founder, no endowments, no early equipment of buildings 
and grounds. Eadcliffe might be said to have begun existence as a 
thing of ideas without much corporeal embodiment. For a number 
of years that material embodiment was too cramped and meager to 
offer to the prospective student anything but purely mental in- 
ducement. Even now the college numbers only about half the 
^udents of Wellesley or Vassar, 



KADCLIFFE COLLEGE. 33 

Radcliffe College represents an entirely new movement in the 
education of women. The plan is more closely comparable with 
Girton and Newnham than with Vassar or Wellesley. In 1868, 
Cambridge University in England established examinations for 
women, and soon after, Girton College was opened near Cambridge 
for the purpose of giving to women instruction by the university. 
It had acquired a building of its own by 1879, and at the time of the 
opening of Radcliffe it was well established. In another suburb 
near Cambridge, Newnham Hall had been established by the "Asso- 
ciation for promoting the higher education of women," in order to 
provide a place for the women who came from a distance to attend 
a series of lectures arranged by the university in connection with its 
examinations. A little before Radcliffe's beginnings, Oxford had 
extended opportunities for instruction to women through Lady Mar- 
garet Hall, and Somerville Hall.^ That the originators of Rad- 
cliffe had the English experiments in mind is borne out by the 
last paragraph of Mrs. Agassiz's report, in which she says : 

We must not forget that in this new departure for women, our ancestor 
and namesake, the English Cambridge, has given us an example. Newnham 
and Girton Colleges have been for years firmly established. Their graduates 
find honorable mention in the records of Cambridge scholarship and are filling 
places of trust in the higher schools, and, I believe, in other institutions of 
learning or education.' 

Radcliffe College, then, seems to be of a slightly different species 
from either of the two colleges already considered. Both by inheri- 
tance and environment it is differentiated from the beginning. 

The desirability of extending the opportunities of Harvard Uni- 
versity to women was suggested first by Mr. Arthur Gilman, who for 
years was head of the Gilman School in Cambridge, Mass. Women 
had already been admitted to semipublic lectures at the university 
and to the summer courses in chemistry and botany. Like Cam- 
bridge, England, Harvard had provided an annual examination for 
women, but after they had passed it the college did no more for 
them. 

Prof. Greenough, of the Latin department of Harvard, with Profs. 
Child and Goodwin, had become interested in the education of women 
by the rare ability shown by a young woman to whom they were 
privately giving college work.-^ When, therefore, Mr. Gilman pro- 
posed an extension of the work. Prof. Greenough was ready to take 

1 Warner. Joseph. Radcliffe College. Harvard Graduates' Magazine, March, 189 (, 
p. 332. 

- Reported by Ladies of the Executive Committee. The Society for the Collegiate In- 
struction of Women, p. 10. 

'Warner, Joseph. Radcliffe College. Harvard Graduates' Magazine, March, 1894, 
p. 331. 



34 CUKEICULUM OF THE WOMAN S COLLEGE. 

up the suggestion, and with the aid of some of his colleagues, suc- 
ceeded in interesting many of the prominent members of the faculty. 
A committee on arrangements was formed of Cambridge ladies: 
Mrs. Gilman, Mrs. Greenough, Miss Horsford, Miss Longfellow, Mrs. 
Josiah P. Cooke, and Mrs. Louis Aggasiz, a group described by Mr. 
Gilman as " The first ladies of Harvard Annex, a body of ladies not 
exponents of any course, but simply persons of social position inter- 
ested in the education of women." In February, 1879, the committee 
issued a circular which stated that : 

The ladies whose names are appended below are authorized to say that a num- 
ber of professors and other instructors in Harvard College have consented to 
give private tuition to properly qualified young women who desire to pursue 
advanced studies in Cambridge. Other professors, whose occupations prevent 
them from giving such tuition, are willing to assist young ladies by advice and 
by lectures.^ 

This and later circulars made clear that the entrance examinations 
were to be the same as those of Harvard, that " no instruction will be 
provided of a lower grade than that given in Harvard College," and 
that the courses Avould be identical with those of Harvard College, 
though fewer in number. Thirty-seven professors and instructors 
offered courses, among them many of the most distinguished teachers 
of the university.^ Five of the group of instructors were nominated 
as advisory board and were made responsible for the courses of in- 
struction, examinations, etc., thus securing from the beginning the 
standard of scholarship. 

The report of 1883 explains more fully why women wish the same 
curriculum that men have. 

Women seeking opportunities for the higher education naturally prefer to 
find them at an institution which is allied, at least, to one established and 
carried on for men, because they think that there they will be in the line of 
progress * * *. 

Present them a course of instruction different from that offered to men, and 
they do not eye it askance because they think it is not so good, but because it is 
probably just out of the line upon which progress and improvement are to be 
expected. This is one of the reasons why thoughtful women have less confi- 
dence in courses of instruction especially prepared for them than they have in 
that one upon which the wisdom of men has for generations been working and 
is still working. 

Furthermore, Eadcliffe believed that it had the advantage in the 
way in which its curriculum was administered. The secretary states : 

In Smith College the teaching force is composed of men and women, in Welles- 
ley College the teaching is done by women only. In our classes, on the con- 
trary, the instructors are men only, and we are still more restricted in our 

1 Warner, Joseph. Radcliffe College. Harvard Graduates' Magazine, March, 1894, 
p. 332. 

' Ibid., p. 333. 



RADCLIFFE COLLEGE. 35 

choice, for the men who already give instruction in Harvard College are the 
only ones from wliom we permit ourselves to select our teachers.* 

Although the salaries given to the professors were inappreciable, 
the college, since it had no endowment, needed some money. Boston 
was interested in the experiment and at once supplied money enough 
to carry it on for four years. A few rooms rented in a house at 6 
Appian Way provided a place where the instructors could meet their 
classes, and 27 students began their work there in September, 1879. 

The courses offered were much more numerous than those which 
were in 1879 prescribed for Harvard freshmen. Most of the Radcliffe 
students were specials and many were ready to take advantage of 
advanced work. Only three began the regular required course. The 
departments of study opened were : * Greek, * Latin, * German, 
* French, Sanskrit, English, philosophy, political economy, history, 
music, * mathematics,'* physics, botany. 

The departments marked with a star were prescribed elementary 
courses in the freshman year at Harvard, and therefore at Eadcliffe. 

The second year's curriculum offered : Greek, 4 courses ; Latin, 6 
courses; Sanskrit and comparative philology, 1 course; English, 4 
courses ; German, 5 courses ; French, 4 courses ; Italian and Spanish, 3 
courses ; philosophy, 6 courses ; political economy, 2 courses ; history, 
5 courses; music, 3 courses; mathematics, 5 courses; physics, 4 
courses; mineralogy, 2 courses; natural history (geology, 1; botany, 
2; zoology, 2), 5 courses. 

Of these 59 courses the secretary reports that 29 were taught to 42 
ladies.^ The department of mineralogy had been opened to replace 
chemistry, which could not be given because of lack of laboratory. 
Two years later the difficulty was overcome, and the department of 
chemistry started in 1882. In 1881 Sanskrit and comparative philol- 
ogy became a separate department, and the fine arts and astronomy 
were added. After the addition of Hebrew in 1883, and some volun- 
tary lectures in physiology and hygiene, no new departments were 
added for eight years. The number of courses in that time, how- 
ever, increased steadily from 59 to 77, and the number of instructors 
from 37 to 55. 

At Radcliffe the curriculum was kept in advance of the demand 
upon it. The explanation is given in the regents' annual report of 
1894. 

When this very full list was made and published, it was with knowledge that 
but few could be found able or could make it convenient with such short notice 
to enter upon the work the first year, but it was considered wise to present it 

1 Report of the Secretary. Twelfth year, 1891. 

2 Society for the Collegiate Instruction of Women. Report of first year. Arthur Oil- 
man, secretary. P. 15. 



36 CURRICULUM OP THE WOMAN S COLLEGE. 

entire in the hope that many, seeing that such advanced work is offered here, 
might prepare themselves to share it in the future, if it should not prove pos- 
sible to do so at once.^ 

The catalogue early stated that " the managers reserve the right to 
withdraw any course not taken by three persons." ^ On the other 
hand, the course in astronomy won a place in the curriculum through 
the persistence of one student in 1881. In the fifth report, 1884, the 
committee states that it " prefers to err on the side of generosity as 
often as possible, because it is the most advanced students who give 
character to the classes and the institution." Even in the 1914 report 
of the president and treasurer, 47 courses were noted as having been 
given to less than three students in a class. In her curriculum, Rad- 
clifl'e has from the beginning been generous in her response to the 
intellectual demands of her students. 

During the third year, the " managers " obtained a charter under 
the seal of the State of Massachusetts, and a legal name, " The Society 
for the Collegiate Instruction of Women," a name which was seldom 
used, however, as by this time the title " Harvard Annex " had the 
sanction of usage. The charter announced the aim of the organiza- 
tion, " to promote the education of women with the assistance of the 
instructors of Harvard University." ^ 

Under the heading, "The Society not creating, but satisfying a 
demand," the secretary's report makes a statement of the aims 
of the society. The emphasis on the value of education per se strikes 
a note a little different from that of Mr. Vassar or Mr. Durant.* 

Mrs. Agassiz, in her report, remarks: 

Were every facility offered them, however, we hardly suppose that women 
would ever look upon a college course of study subsequent to their school life 
as an inevitable or even necessary part of their education; nor do I think it 
would seem to any of us desirable that they should do so. But this being granted, 
there still remain quite enough for whom such a completion of their early train- 
ing is important in view of their occupation as teachers, and if there are others 
who ask it purely for its own sake, we surely should not deny them. 

* Regents' Annual Report, 1894, p. 16. 
2 Courses of Study, 1882-83. 

* Reports of the Secretary and Treasurer. The Society for the Collegiate Instruction 
of Women. Third year, p. 3. 

* " It is not the purpose of the society to stimulate a demand for the education that it 
offers. Its directors have never held the doctrine that it is the duty of every young 
woman to pass through a regular course of study such as is represented by the four 
years' course of the candidates for the bachelor's degree in college. It is their wish 
simply to offer women advantage for this highest instruction and to admit to the 
privileges of the society anyone who may actually need them. 

" The teachers of America are to a large degree women, and it is desirable that all 
women who select this profession should be as well prepared to perform its duties as the 
men who are engaged in similar work. But it is not teachers only who wish the highest 
cultivation of the mental powers. Many women study with us for the sake of the gen- 
eral addition to their knowledge. It is not demanded that every man who takes a 
collegiate course shall become a teacher, and more must not be expected of women." 



RADCLIFFE COLLEGE. 37 

In 1894 she writes of the purpose with which the college started as 
that "of making a large and liberal provision for the education of 
women according to their tastes and pursuits, and according also to 
their necessities, should it be needful for them to use their education 
as a means of support." ^ The estimate which Radcliffe has had of 
special students has been different from that of the other colleges for 
women. Their admission has, as the other colleges feared, inevitably- 
acted on the curriculum, but apparently not in the manner conven- 
tionally expected. One report states: 

The special students have among ns an unusual importance, because they rep- 
resent investigators, sometimes advanced in years and experience, who come 
to us with a strong purpose which contact with the world and a struggle for 
self-support have intensified to an extent that the ordinary imdergraduate has 
no conception of. These women when they leave us carry our methods and prin- 
ciples into immediate action, applying them with energy, and with an efficiency 
which the graduate from a four years' course can obtain only after years of 
labor.' 

After its charter, the next important acquisition of the college was 
a place in which it might be more comfortably housed. In 1885 Fay 
House, on Garden Street, was purchased, and the idea of the college 
for the first time took on corporeal embodiment. Laboratories and 
lecture rooms in which the instructors could actually leave material 
for their students provided an equipment by no means equal to that 
of Harvard, but at least supplying the students with the conveniences 
generally supposed to be essential to an education. 

For the next few years the number of courses remained about the 
same, in the neighborhood of 58. The report of the secretary for the 
third year announces under, " Courses offered but not taken : " 

It appears that 28 courses were given during the year, and that 27 offered 
were not given. This shows that the courses offered are for the present be- 
yond the imme<liate demand for any one year, but, as the demand varies from 
year to year, with the progress of the different classes and the differing tastes 
and needs of the students, the list of electives can not be curtailed to advan- 
tage.' 

Up to 1894, the governing board at Harvard had not officially 
recognized the college, though the body of instructors connected with 
it included many of the older and more influential men of the uni- 
versity. On December 6, 1893, the board of overseers of Harvard by 
unanimous vote gave its consent to an arrangement to be made be- 
tween the university and the Society for the Collegiate Instruction of 
Women,* assuming definite and official relations with the work. In 

' Report of president, 1894, p. 9. 

== Report of secretary, 1888. • 

» Report of secretary, third year, 1882. 

« '• Voted, That it Is desirable to change the name of this corporation [The Society for 
the Collegiate Instruction of Women] to Radcliffe College, and that proper legal steps 
be taken to effect that change." 



38 



CURRICULUM OF THE WOMAN S COLLEGE. 



March, 1894, an act was signed by the governor which allowed " the 
younger institution to enter upon the heritage of the traditions and 
opportunities which it has been the good fortune of the older insti- 
tution to attain during its long history." ^ 

By this time the quality of the work at Radcliffe was well estab- 
lished. Says Joseph Warner : 

It is to be remembered that the grade of undergraduate work of the annex 
is that of Harvard College, which is decidedly in advance of that of almost 
every other college, whether of men or women, in this country. At least 
the entire work now done in the senior year at the annex would be graduate 
work in any American college to which women are now admitted, and any 
woman whose proficiency is fixed by the A. B. degree of one of those colleges 
must take an entire year of work in the annex before being qualified for its 
final certificate.* 

Except for the introduction of comparative literature in 1892, 
and of economics to replace political economy, in 1893, no new de- 
partments had been added since 1883. In this one year, then, 
1894-95, by the new classification of courses, and by actual addition, 
seven new departments appeared in the catalogue. 

With the declared connection with the university in 1894, the 
number of electives was increased. The following table compares 
the course of instruction in the different departments as given in 
1893-94, and as offered for 1894-95 : ' 



Departments. 



1893-94 



1894-95 



Semetie languages and history 

Indo-Iranian languages 

Classical pMlology 

English 

German 

German philology 

French 

Itahan 

Spanish 

Romance philology 

Comparative literature 

Philosophy 

History 

Government and law 

Economics 

The fine arts 

Music 

Mathematics 

Physics 

Astronomy 

Chemistry 

Botany 

Zoology 

Geology , . . . 

American archeology and ethnology. 

Total 



3 

li 
13 

14 

7 



3i 
5 
2 
4 

16 
2 
2 
4 
4 
4 
4 



nii 



lOi 

15i 
I2)r 

7J 

3i 

9 

3 

2 

3 

2 

lOi 
15 

6J 

6 

2 

4i 
16i 

6i 

2 

5 

4 

5i 



166 



* Kadcliflfe College. The Regent's Annual Report, 1894, p. 15. 

2 Warner, Joseph B. Radcliffe College. Harvard Graduates' Magazine, March, 1894, 
p. 338. » 

3 Report of Regents, 1894, p. 16. 



EADCLIFFE COLLEGE. 39 

In the preceding tabulation, the new chissification of courses was 
followed. The recla|!gified and new departments are: Semetic lan- 
guage and history; Indo-Iranian language; classical philology; 
Komance philolog}^ ; government and law ; American archeology and 
ethnology ; botany ; zoology ; and geology. The last three were form- 
erly grouped as natural history. 

In 1895-96, under the department of philosophy, a subheading of 
" Courses in education and teaching " appeared, offering two courses 
in pedagogy. Four years later a separate department of education 
was created, and the number of courses was increased to six. The 
department developed steadily until in 1915-16 it offered 13 courses, 
seven of which were seminary courses. 

In 1896-97 the department of Slavic languages opened with a 
course in Russian. The same year mineralogy and petrography 
were introduced. 

In 1898-99 Scandinavian literature appeared under Germanic 
literature. In 1899-1900, the staff of the college had increased to 108 
instructors who were offering 230 courses and half courses. 

A half course in anatomy and physiology was added in 1903, and 
the department of anthropology replaced that of American arche- 
ology and ethnology. 

In 1904 two half courses in the study of Celtic were given. 

In 1906 the department of social ethics was opened. 

Classical archeology under the division " the classics " was intro- 
duced in 1909. 

In 1912-13 the general introductory course to the sciences, called 
the history of science, was opened. 

Psychology is first noted as a division apart from philosophy in 
1913-14. 

The history of the elective system at Radcliffe is that of Harvard. 
Sometimes a change was not adopted at Radcliffe until it had been 
enforced at Harvard, but the two have been practically parallel in 
requirements. 

When Radcliffe was established, courses in the following depart- 
ments were marked with stars in the catalogue, indicating which 
were required in the freshman year at Harvard College, namely, 
Greek, Latin, German, French, mathematics, and physics.^ At that 
time in Harvard, the junior year was free from all prescribed work 
except themes, and the sophomore year from all except rhetoric and 
themes.^ 

In 1881-82 at Harvard, the distinction was lost between graduate 
and undergraduate courses. It had already disappeared among the 

1 Course of Study, 1881-82. 

- Foster, W^Uiam T. Administration of College Curriculum, p. 366. 



40 CURRICtrLUM OF THE WOMAIST S COLLEGE. 

electives formerly listed as senior, junior, and sophomore studies.^ 
No mention is made of this change in the Radcliffe documents. 

The year 1883-84 marked the extension of the elective system to 
the freshman year at Harvard, by dropping Latin, Greek, and 
mathematics from the prescribed course. The seven hours pre- 
scribed for freshmen were divided as follows: Rhetoric and 
English composition, 3 hours ; German or French, 3 hours ; chemistry 
and physics (lectures), 1 hour,^ The first formal notice taken of this 
change by Radcliffe appeared in the Course of Study of 1886-87. 

In 1889-90 Harvard withdrew the prescription of senior foren- 
sics and freshman physics and chemistry. The change is noted first 
at Radcliffe in 1890-91. 

In 1894 Harvard announced the only requirement to be freshman 
English. Gradually from the beginning of Radcliffe's existence, 
students had been freed from required work, until from 1894-95, 
for persons who had passed entrance examinations in elementary 
French and German, a three-hour freshman English course was the 
only requirement at Radcliffe, just as at Harvard. Arrangements 
were made by which the student could " anticipate " the English 
course through examination. This plan practically left the entire 
course in the hands of the student. The class entering in 1910 and 
subsequent classes have been required to pass an oral examination to 
test reading knowledge of either French or German before the junior 
year. The class entering in 1911 was required to conform to the 
Harvard rules for the choice of electives, which are as follows: 

I. Every student shall take at least six of her courses in some one depart- 
ment, or if in one of the recognized fields of distinction, four in one depart- 
ment. 

II. For purposes of distribution all the courses to undergraduates shall be 
divided among the following four general groups. Every student shall dis- 
tribute at least six of her courses among the three general groups in vphich 
her chief work does not lie, and she shall take in each group not less than one 
course, and not less than three in any two groups. The groups are: 1. Lan- 
guages, literature, fine arts, music ; 2. Natural sciences ; 3. History, political 
and social sciences; 4. Philosophy and mathematics.^ 

As yet it is early to measure the effect of the new policy upon the 
Radcliffe students, since but one class has been graduated under the 
concentration system. 

In the year 1912-13, the degree of A, A. was conferred for the 
first time. This new degree of Associate of Arts has been estab- 
lished in cooperation with Harvard, Wellesley, and Tufts for women 
who have been summer school students. No entrance examination 
is required, but the candidate is subject to the following rules: 

^ Foster, William T. Administration of College Curriculum, p. 366. 

2 Ibid. 

8 Radcliffe College Requirements, 1912, p. 45. 



BARNARD COLLEGE 41 

1. The candidate is required to pass the number of courses re- 
quired for A. B. ; five of them to be given by officers of Harvard 
University or in Harvard Summer School. 

2. Of these courses, one shall be taken from each of the four 
groups of subjects to which undergraduates are limited. 

3. Not more than five of these courses shall be elementary courses 
in any one department.' 

The details of the modern curriculum will be considered under the 
chapter devoted to the comparison of the modern curricula of the 
five colleges. 

BARNARD COLLEGE. 

In 1879, the year of the beginning of " Private Collegiate Instruc- 
tion for Women in Cambridge. Mass.." President Barnard in his 
report to the trustees of Columbia College, made a strong plea for 
coeducation. Of the methods of educating women, he was con- 
vinced that coeducation was the soundest. The objection to colleges 
for women, of which he cited as examples Yassar College and Rut- 
gers College, was that : 

They can not, or at least in general will not, 'give instruction of equal value, 
though it may be the same in name, with that furnished to young men in the 
long-establislied and well-endowed colleges of highest repute in the country ; 
and that it is unjust to young women, when admitting their rights to liberal 
education, to deny them access to the best.^ 

That President Barnard was well acquainted with England's ex- 
perience at Girton, Xewnham, and Oxford, and Radcliffe's begin- 
ning did not swerve him from the conviction of the superiority of 
coeducation.^ 

For the two years following. President Barnard renewed his ar- 
gument for coeducation in his annual report, but the trustees were 
cautious. Their only precedent was a refusal. In 1876 when the 
ladies of the Sorosis Society had asked that women be admitted to 
the eollege classes, the trustees had unanimously laid the request on 
the table. Here it was joined by the reports of President Barnard. 
A second petition in 1883 was long enough and impressive enough to 
receive consideration. This petition, bearing the signatures of be- 
tween 1,400 and 1.500 persons asked " how best to extend with as 
little delay as possible, to such properly qualified women as may 

iRadcliflfe College Requirements, 1912, p. 45. 

- " Report of President Barnard to Trustees of Columbia College, 1879." Barnard's 
American Journal of Education, p. 387. 

'" Moreover, under the gentle urgency of some of the ladies of Cambridge, several of 
whom are members of the families of the professors, a Newnham Hall has grown up 
within the heart of the university town itself, in which all the instruction is given by 
university officers. It looks somewhat as if King Priam had allowed the Trojan horse 
to be admitted within his walls. There are even some of the garrison who, it is sur- 
mised, are already disposed to take part with the enemy." 



42 CURRICULUM OP THE WOMAIST^S COLLEGE. 

desire it, the many and great benefits of coeducation in Columbia 
College by admitting them to lectures and examinations." 

The committee of trustees declared itself to be sympathetic with 
the petitioners, but it could not admit women to Columbia College 
on equal terms with men. It recommended, however, that the action 
to be taken should be to draw up and announce a course of study 
which duly qualified women might pursue, and then, under suitable 
regulation, present themselves at Columbia for examination. Suc- 
cessful examination would result in a suitable diploma. 

The result of these recommendations was the collegiate course for 
women which began its work in 1883.^ The statutory regulations 
governing the course make clear its plan and method of pursuit. Of 
the fourteen regulations, the following are most illuminating: 

1. Women desiring to avail themselves of a course of collegiate study, equiva- 
lent to the course given to young men in the college, may pursue the same 
under the general direction of the faculty of the School of Arts, subject to the 
principles and regulations hereinafter set forth. 

2. The course of study shall extend over a term of four years. 

5. A general and very strict preliminary examination shall be held for ad- 
mission to the four-years' course. 

7. Every student so admitted shall be entirely free as to where and how to 
pursue her studies, whether in some school, private or public, or at home, or 
under the auspices or direction of ans'^ association interested in her welfare and 
advancement, and providing her with the means of education. 

9. All such students as shall have pursued, during four years, a course of 
study fully equivalent to that for which the same degree Is conferred in the 
School of Arts, and shall have passed all the examinations required, shall be 
qualified to receive the degree of bachelor of arts.^ 

A wide enough range of study was offered to the women in the 
groups : 

I. English language and literature. 
II. Modern languages and foreign literature. 

III. Latin language and literature. 

IV. Greek language and literature. 
V. Mathematics. 

VI. History and political science. 
VII. Physics, chemistry, and hygiene. 
VIII. Natural history, geology, palaeontology, botany, and zoology. 

IX. Moral and intellectual philosophy. 
Of these groups, one shall be required for the first two years, and with it 
another shall be selected. On the expiration of the first two years all the 
groups shall become elective.* 

Had it not been for the blanket clause, " The place and manner of 
pursuing her studies are left to the discretion of each student," it 
would have been indeed a generous provision. Like the early con- 

1 Butler, Nicholas Murray. Barnard College. Columbia University Quarterly, June, 
1915, p. 206. 

2 Collegiate Course for Women. Circular of Information, 1888-89, p. 8. 

3 Ibid. Regulations of the Trustees, No. 4, p. 8. 



BARNARD COLLEGE. 43 

cessions of Cambridge University and of Harvard to women, the 
plan resolved itself into provision for thorough examination of sub- 
jects with no opportunity to study them. The statement of the col- 
legiate course is a long, detailed list of books to study. Students 
were permitted to offer other textbooks, but they were warned that 
those offered must be as comprehensive, " or more so ! " In French 
only was an opportunity given to listen to lectures, and in this case 
only because the lectures were public.^ 

A stronger proof of the genuineness of women's desire for an 
education could scarcely be given than that 38 of them attempted to 
obtain it under such conditions; and that a few of them succeeded 
even in getting degrees must have been reassuring to those who 
doubted the quality of their brains. As Miss Weed states it : " If a 
Columbia collegiate course for women, without resources, without 
foundation, could accomplish what 125 years of wealth, power, or- 
ganization, and instruction could do for young men, then a great 
college was an absolute waste of labor and money. * * * jf 
young women, handicapped by every possible difficulty of obtaining 
instruction, were willing to enter the lists against young men who 
had every help provided for meeting the tasks set them, then these 
young women were worth helping." ^ The third fact proved by the 
experiment was that its extent was utterly inadequate. 

In March, 1888, another petition was presented to the trustees ask- 
ing for an " annex." In reply the trustees laid down certain con- 
ditions which must be conformed to before such a plan could be con- 
sidered. Among these were : 

(1) It shoxild involve the college iu no pecuniary responsibility; (2) should 
receive instruction exclusively by professors and instructors of Columbia ; and 
(5) should terminate its connection with Columbia if unsatisfactory.^ 

These conditions were agreed to. and at a meeting of the trustees 
on April 1, 1889, the following resolution was passed: 

Resolved, That the trustees of Columbia College approve of the persons 
named in the memorial of " The Friends of Women's Higher Education " as 
trustees of the corporation the memorialists propose to establish, and of the 
persons named as associates of the organization. They also approve of the 
name " Barnard College," and of the constitution and set of by-laws which 
the memorialists have submitted and proposed to adopt.* 

A circular of information was at once issued, announcing that 
"Barnard College will open on Monday, October 7, 1889, at 345 
Madison Avenue, and will receive only students fitted for admission 

> Collegiate Course for Women. Circular of Information, 1888-89, pp. 12-31. 
" Weed, Ella. Report of Academic Committee, 1890, p. 8. 

* Brewster, William P. Barnard College. Columbia University Quarterly, March, 
1910. pp. 154-155. 

* Ibid., p. 155. 



44 CURRICULUM OF THE WOMAN ^S COLLEGE. 

to the classes of the freshman year." ^ It further announced a list 
of seven officers of instruction and government of Columbia College, 
who " will be in charge of the classes of Barnard College." The de- 
partments represented in the first curriculum were Greek, mathe- 
matics, Latin, English, German, botany, and French. All of the 
work was prescribed, allowing only a choice between German or 
French. 

Mr. Brewster notes that "in this initial year the college offered 
scarcely more than an enterprising student could complete in two 
terms. To-day enough courses are given to occupy the time of a 
student for over 35 years." ^ 

The next year a significant step was taken by the trustees of Co- 
lumbia College, one which foreshadowed a difference from Eadcliffe 
in policy regarding the composition of the faculty. At Eadcliffe 
from the beginning the instruction had been carried on by the faculty 
of Harvard University. Eadcliffe has no faculty of its own. In 
May, 1890, by an amendment of the constitution of Barnard College, 
the trustees of Columbia provided " that its faculty shall consist of 
professors and instructors to be approved by the president of Co- 
lumbia College." The same resolution permitted the appointment of 
Dr. Emily L. Gregory to the position of lecturer on the anatomy 
and physiology of plants, and the charge of the laborator}^^ 

Mr. Brewster points out that this meant in practice (1) the pass- 
ing by Columbia on all examinations and all instruction at Barnard ; 
(2) the examination by Columbia of the sufficiency of the degree 
conferred by any woman's college on students who desired to enter 
the graduate schools; and (3) the recognition of the president's office 
as the only official means of communication between the colleges.^ 

The resolution resulted also in the gradual growth of a faculty 
group which belonged to Barnard alone. The first exception to in- 
struction by Columbia faculty, made in the case of Dr. Gregory, has 
been followed by others, largely women, who give instruction at 
Barnard College only. In the announcement of 1895-96 three names 
are starred in the list of the faculty as " not connected with Columbia 
University." ^ In the Barnard catalogue of 1915-16, out of a faculty 
of 97, 37 members give no instruction in Columbia University except 
in Barnard College. Of this group of 37, 31 are women, and in it 
are found representatives in 13 departments out of the 22 listed.® 

Absolute conform.ity of examination was the rule in the early years 
of Barnard, and the students were obliged to take examinations 

1 Brewster, William F. Barnard College. Columbia University Quarterly, March, 
1910, p. 7. 

2 Ibid., p. 156. 

3 Ibid., p. 158. 
*Ibid., p. 159. 

° Barnard College Announcemejit, 1895-96. 
"Ibid., 1915-16. 



BARNARD COLLEGE. 45 

made out by the Columbia professors whether their class work had 
been under them or not. The examination books were designated by 
number and turned over to Columbia for correction. At the pres- 
ent time Barnard goA'erns the content and correction of her own 
examinations. 

A repetition of the details of the curriculum of one college by an- 
other if handled b}^ two sets of instructors is bound to contain some 
variations in result. If, as is the case with the modern college, free- 
dom is permitted the instructor in his use of the curriculum, more 
modification still will follow. It seems fairly probable, then, that a 
greater difference will exist between the courses as given at Columbia 
and Barnard than between the courses as given at Harvard and Rad- 
clitfe, where the instructors simply repeat their work. In spite of 
this fact, however, Columbia grants degrees to Barnard students, 
while Harvard requires Radcliffe to provide her own degrees. 

Barnard has by an exchange system been able to enlarge its cur- 
riculum to a considerable degree. By paying the full salary of a 
professor and taking only part of his time, Barnard received from 
Columbia in exchange for the rest of his time, the service from an- 
other professor. This exchange plan originated with the unwilling- 
ness of the faculty of political science, in 1895, to avail itself of its 
statutory right to admit women. To satisfy the demand for history 
and economics the payment of the salaries of three professors for 
three years was guaranteed to Barnard College by a friend. The 
college, instead of setting up a graduate faculty of its own, turned 
over to Columbia a large proportion of the time of the new instruc- 
tors, Profs. Clark, Eobinson, and Cole, and received in exchange a 
number of courses from a half dozen or more university professors.^ 

Mr. Brewster believes that at Barnard two principles have ob- 
tained a fixity as nowhere else in the country. First, that Barnard 
must have instruction equal to that of Columbia University, and its 
curriculum must be as good at least as that for the men of corre- 
sponding age; and, second, that Barnard is an independent college, 
with its faculty primarily its own and devoted to its interests, and 
yet by a process of exchange receiving and giving university instruc- 
tion in various degrees.^ 

Unlike Radcliffe. Barnard has dealt very strictly with the special 
student. Miss Weed in her report at the end of the first year states 
as a problem of the committee " whether this new means to women's 
education should represent a systematic course of study, or whether 
it should be a haven where any woman, of any age, could study any- 
thing." That Columbia accepts special students is no argument, since 

* Putnam, Emily J. The Rise of Barnard College. Report of the Dean, 1895. Colum- 
bia University Quarterly, June, 1900. 

' Brewster, WUliam P. Columbia University Quarterly, March, 1910, p. 168. 



46 CURRICULUM OP THE WOMAN 's COLLEGE. 

" a man wishes to become a special student usually because he has a 
preference for the subject he elects. A girl wishes a special course 
at college, because she desires to avoid some subject, usually Greek." 
Moreover, " The very large proportion of specials at the Harvard 
Annex can not fairly be urged as an argument. Harvard does not 
give women its degree ; Columbia does ; and we shall do all we can do 
well if for the present we fit them for that degree," ^ Specials, there- 
fore, were not encouraged. 

The announcement of 1890-91 states that students desiring to 
pursue sj)ecial courses in botany, chemistry, or Hebrew, must pass the 
examination required for admission to freshmen classes, except as may 
be otherwise ordered in special cases by the executive committee. On 
the other subjects, however, the college seems to stand firm.^ In 1895- 
96 special students were admitted to courses in botany and chemistry. 
A course of four years was offered in botany, on the satisfactory com- 
pletion of which students were entitled to a certificate of work done. ^ 

At the present time, 1915-16, two classes of special students are 
admitted, matriculated and nonmatriculated. The former, while 
obliged to pass the regular admission examinations, ma}^ make a seri- 
ous study of some subject; the latter are exempt from entrance exam- 
inations, but they must furnish proof of having pursued the studies 
therein prescribed, and they must be ready to pursue advanced work.* 

From the beginning stress was laid on the value of the work offered 
in botany. The annual report of 1890-91 quotes Dr. Gregory in re- 
gard to its practical importance as a study for women. " The work 
of the botanist," she says, " is such that a woman is specially fitted 
for it." Among the vocations opened up by botanical Avork she notes 
pharmacy, work in agricultural stations, such as mycology and inves- 
tigation of parasites.^ 

Miss Weed gives two full pages of her report in 1891 to a descrip- 
tion of botanical work which with chemistry she terms the two 
ventures of Barnard outside the undergraduate work. " If the day 
ever comes when Columbia feels it wise to acknowledge the training 
value of scientific study," she writes, " Barnard hopes that her ex- 
perience will be carefully examined." ^ 

The development of the curriculum is largely a record of the open- 
ing to Barnard of the different departments at Columbia. 

In 1890-91 the following departments offered work to students: 
Greek, Latin, Hebrew, German language and literature, French 

iWeed, Ella. Report of the Academic Committee, 1890, p. 11. 

2 Barnard College Announcement, 1890-91. 

3 Ibid., 1895-96. 
*Ibid., 1915-16. 

5 Arnold, Augusta F. Barnard College Annual Report, 1890-91, pp. 9, 10. 
«Weed, Ella, Barnard College. Report of Academic Committee, Nov. 11, 1891. 
pp. 10-13. 



BARNARD COLLEGE. 47 

language and literature, pure mathematics, applied mathematics, 
geology, botany, zoology, philosophy. 

The announcement gives the synopsis of freshman and sophomore 
studies which are all prescribed. 



SOPHOMORE. 

Greek. 

Latin. 

Trigonometry. 

Chemistry. 

Literature and composition. 

European history. 

French or German. 



FRESHMAN. 

Greek. 

Latin. 

Geometry, 1 seme.ster. 

Algebra. 1 semester. 

Frencla or German. 

Poets of the present time ; rhetoric and 

composition ; analysis. 1 semester ; 

and syntax, 1 semester. 

Students are offered opportunities to work for the degrees of 
doctor of philosophy, doctor of science, doctor of letters. 

The requirements of the freshmen and sophomores five A^ears later 
are in the same departments except that chemistry is no longer an 
absolute requirement. 

The junior curriculum is as follows : Rhetoric, history, philosophy, 
political economy, and 11 hours of elective courses. 

The seniors are required to take 15 hours of elective courses.^ 

The entire schedule of courses for Barnard offered in 1895-96, 
is as follows : ^ 



Biology. 

Botany, 5. 

Zoology. 1. 
Chemistry, 2. 
English, 8. 

Germanic languages, 14. 
Greek, 13. 
History, 4. 
Language, 1. 
Latin, 9. 
Mathematics, 9. 



Oriental languages ( Sanskrit, Iranian, 

Semitic), 9. 
Physics, 4. 
Philosophy, 8. 
Education, 2. 
Political economy, 4. 
Rhetoric and English composition, 5. 

French, 6. 

Italian, 4. 

Romance philology, 1. 
Sociology, 1. 



The year 1897 marked a time of expansion in Barnard College. 
Through endowments and gifts the college was able to establish 
itself in the present well-equipped buildings. At the same time a 
new curriculum of considerable elasticity went into effect, "by the 
provision of which it is possible for a student to choose a course 
adapted to her peculiar capacity and aim in life."^ The change 
began with admission requirements by permitting an alternative for 
Greek. After entrance students, by the new curriculum, could 
graduate without studying Greek. Every student was obliged to 
study Latin, English, history, and mathematics, and to have a reading 
knowledge of French and German. The rest of the required work 
was in science, and much freedom of choice was allowed. * 

* Barnard College Announcement, 1890-91. 
= Ibid., 1895-96. 

3 The Dean's Annual Report, 1896, p. 8. 

* Barnard College Announcement, 1897-98. 

41596°— 18- 4 



48 CUREICULUM OP THE WOMAN^'S COLLEGE. 

Curriculum for students entering on Greek and French or German. 
Freshman year : 

Prescribed. (12 hours.) 
Latin or Greek. 

German — Substitution of French if German was presented. 
Mathematics 
Rhetoric. 
Elective : 

French. — Substitution of German if French was presented. 
Latin or Greek. 
Chemistry. 
Physics. 
Sophomore year : 

Prescribed. (7 hours.) 
History. 
Rhetoric. 

One of following: Botany, chemistry, physics, zoology. 
Elective. (9 hours.) 
Curriculum for students entering on advanced mathematics, natural science, 
French, and German. 
Freshman year : 

Prescribed. (6 hours.) 
Latin. 
Rhetoric. 
Elective. (9 hours.) 

French. » 

Latin or Greek. 
Chemistry. 
Physics. 
German 
Mathematics. 
Sophomore year: 

Prescribed. (4 hours.) 
History. 
Rhetoric. 
Elective. (12 hours) as in Group L 
All groups. 

Junior year : 

Prescribed. (3 hours.) 

Philosophy, (first semester.) 
Political economy, (second semester.) 
Elective. (12 hours.) 
Senior year : 

15 hours of elective courses. 

117 courses are announced by the departmental statement.* 

In March, 1898, an agreement was made between Barnard and 
Teachers' College whereby " Every woman student duly matriculated 
in Teachers' College, who is eligible for admission to Barnard Col- 
lege, may, by registering as a student of Barnard College, become 
entitled to all the privileges enjoyed by the students of Barnard 
College in the university, and may become a candidate for university 

1 Barnard College Announcement, 1877-98. 



BARNARD COLLEGE. 49 

degrees.^' On the other hand, Barnard students, by proper choice 
of electives were able to secure a professional diploma from Teachers' 
College with the university degree.^ By this arrangement 20 courses 
in education were added to the Barnard College curriculum.^ 

An important matter of legislation was recorded early in the year 
of 1900, when the trustees of Columbia College and Barnard College 
entered into a formal agreement concerning the incorporation of 
Barnard College in Columbia University, and the establishment of 
the faculty of Barnard College as one of the university faculties. 
Mr. Brewster comments on the significance of this agreement as a 
provision for elasticity and development by permitting Barnard 
variation of courses in any desired direction without the withdrawal 
of the safeguard of university supervision.^ It resulted in a steady, 
consistent growth of equipment and resources. The courses offered 
in 1900 numbered 148. Of these the students are allowed greater 
freedom of election than in 1896 by the following arrangement: 

Prescribed course for all students. 

Latin 3 hours. (Freshman; unless advanced Latin is 

offered at entrance.) 

English 3 hours. (Freshman.) 

English 2 hours. (Sophomore.) 

Economics 3 hours. (First semester, junior.) 

Psychology 3 hours. (Second semester, junior.) 

Unless the following subjects are offered at entrance, a three-hour 
course in each is prescribed: French, German, natural science, (ad- 
vanced) history, (advanced) mathematics.* 

All graduate work after 1900 was given over to Columbia, Bar- 
nard having already granted 68 masters' and 6 doctors' degrees. 

In 1905 the college adopted a modified curriculum, prescribing the 
courses more accurately and requiring a more definite specialization 
in one field; About one-half the recjuired points, 120, were unpre- 
scribed courses, the subjects of which were the same as in 1900, ex- 
cept that hygiene was prescribed for all students, and two half 
courses in botany, chemistry, geology, psychology, or zoology, in ad- 
dition to the requirement of chemistry and physics which might be 
passed off by an equivalent at admission. " At least 9 points, ex- 
clusive of prescribed work, must be made under some one department 
before graduation." The number of courses, including those in edu- 
cation which were given at Teachers' College, was increased to 199.^ 

1 The Dean's Report, 1898. 
" Barnard College Announcement, 1898-99. 

^ Brewster, William F. Barnard College. Columbia University Quarterly, March, 
1910, p. 163. 

* Barnard College Announcement, 1900-1901. 

* Announcement, 1905-6. 



60 



CURRICULUM OF THE WOMAN ''s COLLEGE. 



The course in pure science, leading to the degree of bachelor of 
science, was opened. It required about the same work in courses as 
did the arts course, and at the same time a specialization in some 
branch of science. 

The next year, 1906, Barnard offered its students for the first 
time a curriculum which permitted work for the degree of bachelor 
of science as well as bachelor of arts. It is interesting to note that 
86 years after Vassar and 13 years after Wellesley had given up 
the plan of offering the two undergraduate degrees, Barnard at- 
tempted it, and, if the result may be judged from its place in the 
curriculum of to-day, made a success of it. The prescribed studies 
for both courses are given in parallel columns, as they were in the 
cases of Vassar and Wellesley. 



Program leading to B. A. 

English, 12 points. 

Frencli and German, 12 points. 

History, 6 points. 

Mathematics, 6 points. 

Philosophy, 6 points. 

Physical education, 4 points. 

Latin, 6 points. 

Economics, 3 points. 

Botany, chemistry, geology, psychol- 
ogy, or zoology, 6 points. 

Major subject, 18 points. 

Free electives to complete a total of 
124 points. 



Program leading to B. S. 

Same. 

Same. 

Same. 

Same. 

Same. 

Same. 

Grouped work: Astronomy, botany, 
chemistry, geography, geology, min- 
erology, physics, psychology, and 
zoology. 

70 points, 28 of which shall be in a 
major subject, 12 in an allied minor, 
and 12 in a diverse minor. 

P^'ree electives to complete a total of 
124 points. 

Two hundred and ten courses in 23 departments were open to the 
students, under 61 members of the faculty. An arrangement was 
made with Teachers College by which Barnard College provided 
the collegiate courses required by Teachers College, and the latter 
withdrew its collegiate curriculum, accepting students for its profes- 
sional curriculum only. Barnard students, upon completion of 91 
points of work, or with proper prerequisites, 60 points, were allowed 
to transfer to Teachers College and become candidates for the pro- 
fessional diploma as well as the academic degree.^ 

A course designed to give the students a general idea of the prob- 
lems, methods, and results of the natural and social sciences was 
added to the curriculum under the title of Introductory Courses, and 
was given by 10 of the instructors.^ 

In 1912-13 new requirements in modern languages were announced. 
No modern language course in college was to be prescribed, but a 



1 Announcement, 1906-7. 



2 Ibid., 1911-12. 



MOUNT HOLYOKE COLLEGE. 51 

working knowledge of French and German, tested by oral examina- 
tion, was to be required before the senior year. The student offering 
Greek was exempt from one modern language. 

The same catalogue announced that certain graduate courses in 
Columbia University under the faculties of political science, philos- 
ophy, and pure science, were open to especially qualified students. 
The schools of architecture, music, and education, the Union Theo- 
logical Seminary, and the New York School of Philanthropy all offer 
work which may be credited toward the Barnard degree. A long 
step from the list of seven departments conducted by seven instructors 
in 1889-90 ! 

The next year, 1913-14, the school of journalism was added to 
the list of schools to which the Barnard student might transfer after 
two years of collegiate work. Two hundred and thirty courses were 
in 1914-15 offered by a faculty numbering 99 and representing 22 
different departments. The curriculum of 1915-16 will serve as the 
basis of the study of the modern curricula. 

MOUNT HOLYOKE. 

To trace the development of Mount Holyoke through the years of 
its existence as a seminary would accomplish much the same result 
as far as concerns its relation to Mount Holyoke, the college, as to 
trace the history of the development of the preparatory schools con- 
nected with Vassar or Wellesley. Mount Holyoke, founded as a 
seminary in 1837, constructed for itself a seminary curriculum. 
When, in 1888, Mount Holyoke was granted its seminary and college 
charter, it created a college curriculum, still retaining for its semi- 
nary students the seminary curriculum. Finally, when in 1893 Mount 
Holyoke was granted a college charter only, it gave up its seminary 
curriculum, much as Vassar and Wellesley gave up their preparatory 
curricula, and presented to its students a full college curriculum 
evolved not so much from a modification of its seminary work as 
from careful study of the contemporary colleges. 

The early pamphlets of the seminary are full of historical and 
sentimental interest, though the studies are the forbears of nothing 
in the later college curriculum. The first catalogue gives the senior 
class studies as chemistry, astronomy, geology, ecclesiastical history, 
evidences of Christianity. Whately's Logic, Whately's rhetoric, moral 
philosophy, natural theology, and Butler's Analogy. It would be 
interesting to trace the way in which Latin crept into the curricu- 
lum ; the hint of it in the first catalogue, which mentions that " in- 
dividuals may devote a part of their time to branches not included in 
the regular course of study, 'Latin, for instance'"; the notice in the 
catalogue of 1840^1 that the study of Latin is earnestly recom- 



52 CUREICULUM OF THE WOMAN 's COLLEGE. 

mended by the trustees and teachers for mental discipline and that 
" an extension of the course of study so as to embrace Latin among 
the required branches has been contemplated, but it is supposed that 
the views of the community will not at present allow of it " ; on 
through the catalogue of 1846, which states that it is believed that 
the state of education in the community is now such that it (Latin) 
can be required hereafter of every graduate," to 1847, when at last 
" Young ladies who aim at a superior and extensive education must 
pursue the study of the languages " and " a good knowledge of An- 
drews's and Stoddard's 'Latin Grammar' and Andrews's 'Latin 
Header ' is required for admission to the seminary." 

Or it would be of interest to trace the development of the study 
of English literature from the curriculum, which offered in each of 
the three years, respectively, Pope's Essay on Man, Young's Night 
Thoughts, and Milton's Paradise Lost; a time so near the romantic 
period that Young's Night Thoughts probably proved too modern 
and the literature resolved itself for j^ears into Milton's Paradise 
Lost. 

The real college curriculum, however much it may have gained 
from seminary experience in wisdom of selection and emphasis, was 
first established at Mount Holyoke in 1888. 

The catalogue of 1887-88 announces : 

A college department will be Inaugurated in September, 1888, the trustees 
having been dulj^ empowered to take this step by a recent act of the Legislature 
of Massachusetts. The requirements for admission, and the studies of the 
first year, will be substantially the same as those of New England colleges 
generally. 

The next year the catalogue outlined three courses of study, the 
classical course, the scientific course, and the seminary course. Both 
Latin and Greek were required for admission to the classical course, 
but French or German covild be substituted for Greek by the scien- 
tific students. All college students were required to present mathe- 
matics, geography, history, English, science of government, physi- 
ology and botany. 

The courses were divided among three terms in each year as 
follows : 

FIRST YEAR. 

Scientific. 



Classical. 

I Latin. 
Mathematics. 
Greek. 

(Latin. 
Mathematics. 
Greek. 

I Chemistry. 
Mathematics. 
Greek. 



Latin. 

Mathematics. 
French or German. 

Latin. 

Mathematics. 
French or German. 

Chemistry. 
Mathematics. 
French or German. 



MOUNT HOLYOKE COLLEGE. 



53 



One hour courses for year : 

Rhetoric. 
Drawing. 
Bible. 

Gymnastics. 
English literature. 



lilietoric. 

Drawing. 

Bible. 

Gymnastics. 

Physiology. 



SECOND YEAR. 



(Chemistry, 
History. 
Latin. 
Greek. 



Winter- 



Spring. 



'Ancient history. 

Latin. 

Greek. 

Electives : Mathematics, 
French, German, chem- 
istry. 

History. 
Botany. 
Electives : Mathematics, 

Latin, Greek, French, 

German. 



Chemistry. 
History. 
Mathematics. 
Fi'ench or German. 



Ancient history. 

Mineralogy. 

French or German. 

Electives: Chemistry, mathematics. 



History. 
Botany. 

Electives: Same, except Chemistry in 
place of Greek. 



One hour courses for year : 

Rhetoric. 
Bible. 

Gymnastics. 
Physiology. 



Rhetoric. 

Bible. 

Gymnastics. 

Elocution and vocal music. 



JUNIOR YEAR. 



Fall. 



Winter- 



Spring- 



Zoology. 

Botany. 

History. 

English literature. 

Logic. 

Electives : French, Ger- 
man, Latin, mathemat- 
ics. 

English literature. 
Physics. 
History. 

Electives : French, Ger- 
man, mineralogy, physi- 
. ology, biology. 

'Astronomy. 

Geologj'. 

Physics. 

Electives : French. Ger- 
man, history, English 
literature, physics. 



One hour courses for the year : 

Rhetoric. 

Bible. 

Gymnastics. 



Zoology. 
Botany. 
History. 
Mechanics. 
Electives : None. 



English literature. 

Physics. 

History. 

Electives : Same, with chemistry. 



Astronomy. 

Geology. 

Physics. 

Electives : None mentioned. 



Rhetoric. 

Bible. 

Gymnastics. 

Elocution and vocal music. 



54 



CUREICULUM OF THE WOMAN S COLLEGE. 



SENIOR YEAR. 



Fall. 



Winter- 



Spring 



' Psychology. 

Electives : Literature, bi- 
ology, history, astron- 
omy, physics, miner- 
alogy, Latin, and Greek. 

[Political economy. 
History of art. 
I History of philosophy. 
I Theism and Christian 
evidences. 

Ethics. 

Theism and Christian evi- 
dences. 

Electives : International 
law, English literature, 
biology, physics, chem- 
istry, Anglo-Saxon. 



Psychology. 

Electives : Same, with chemistry and 
mathematics. 



Political economy. 

History of art. 

History of philosophy. 

Theism and Christian evidences. 



Ethics. 

Theism and Christian evidences. 
Electives : International law, English 
literature, biology, physics, geology. 



One hour courses for the year ; 

Rhetoric. 

Bible. 

Gymnastics. 



Rhetoric. 

Bible. 

Gymnastics. 

Elocution or vocal music through three years of course. 

Though the above elaborate curriculum is presented in addition to 
the seminary curriculum which has not been curtailed, the teaching 
force remains the same. The list of " Teachers " in 1887-88 checks 
up with the list of " Faculty " in 1888-89, in number 33 members, and 
with but few changes in individuals. 

Twenty students registered for the scientific course, 22 for the 
classical, and 272 for the seminary course, showing that the greatest 
demand upon Mount Holyoke was decidedly upon its seminary. 

In 1890 still another college course was added, called the literary 
course. The entrance examination was the same as for entrance to 
the classical course, except that French or German was required in- 
stead of Greek. Latin was required in the freshmen year only, and 
the emphasis was laid on literature and the languages. In spite of 
this enlargement of the curriculum the faculty still numbered but 
34, and there were but five changes in individuals, the usual shifting 
of the newer and younger members of the faculty. The degrees con- 
ferred were bachelor of arts, bachelor of science, and bachelor of 
literature. 

Like Vassar and Wellesley, Mount Holyoke offered special ad- 
vantages to teachers, allowing them to enter without examination 
if they were over 21 years old and had taught at least a year. 

The distribution of the students by this year showed a gain of the 
college over the seminary, 145 to 122 seminary students, with 22 
specials. The members of the faculty, however, numbered but 32. 



MOUNT HOLYOKE COLLEGE. 



55 



In 1893 the charter was granted by which Mount Holyoke Semi- 
nary and College became Mount Holyoke College. The catalogue of 
1892-93 contained no seminary course of studies and the number of 
seminary students dropped from 122 to 8, while the number of 
students of the literary course increased in the same year from 6 
to 129. 

In the 14 departments 128 courses of one or two semesters were 
offered, exclusive of Bible and music, which did not list their courses. 
The college offered the degree of A. M. for the first time when the 
1893 charter was granted, requiring for it the B. A., a year of resi- 
dence, and a satisfactory thesis. The curriculum seemed to have no 
special modification for graduate work. 

Students were admitted on certificates from 1894-05. The cur- 
riculum was continued in the three-course arrangement, classical, 
literary, and scientific, until 1898, when the first freshman class was 
admitted under the present arrangement leading to tlie degree of 
bachelor or arts only. The degree of master of arts continues to 
be granted up to the present. Of the minimmn requirement for the 
bachelor's degree, 112 hours, 58 Avere prescribed as follows: 





Freshman year. 




Junior year. 


Latin 

Greek 

French 

German 

English 

Mathematics 

Bible 


^ 4 (hours per week 
for each se- 
4. mester). 

_ 1. 
_ 4. 
- 1. 


Philosophy _ 
Bible 

Elective. 


4. 

'2 (2(1 semester) 

Senior year. 




Sophomore year. 






English 

History___ 

Physics 

Chemistry- 
Bible 




- 1. 







Twenty hours of the work had to be devoted to the major subject 
which was chosen during the sophomore year. The hours prescribed 
in the different studies shifted slightly during the next few years, 
but the general rule was maintained, that of the four years, two to 
be of prescribed work and two of elective. The curriculum, enlarged 
both in departments and courses, offered a much wider choice than 
under the three-course arrangement. Twenty-four departments in 
1898 offered 187 courses of one or two semesters. The members of 
the faculty were increased to 46. 

The growth of the curriculum was rapid from the establishment 
of the legislation leading to the degree. In 1900 the courses num- 
bered 223; in 1905, 273; in 1910, 297; in 1915, 319. By 1910 the 
number of the faculty had increased to 110 and in 1915 to 120. 



56 CURRICULUM OF THE WOMAN 's COLLEGE. 

No new departments were established after 1900, although sub- 
jects were grouped differently in the departments, i. e., drawing and 
painting, instead of being a separate department, became part of 
the department of art and archeology, and the department of He- 
brew was in 1902-3 included in Biblical literature. 

In 1907-8 a change was made in the prescribed work. Out of 120 
hours required for a degree, the following were prescribed : 

English . 9 hours 

English literatnre 6 hours 

Latin , 6 hours 

Greek, French or German 6 hours 

Mathematics ^ 6 hours 

Biblical literature 6 hours 

Philosophy 6 hours 

History , 6 hours 

Physics and chemistry 6 hours 

Any science , 6 hours 



63 hours 

In addition, 30 hours had to be given to major subjects, and 27 to 
free electives. 

The present requirements differ only in giving a choice of Latin 
or Greek, in including psychology with philosophy, and in limiting 
the science to any natural science. 

Most of the departments have developed by the accretion of new 
courses from year to year. The new college curriculum of 1888 had 
the elements of all the later departments, although the nomenclature 
was often different. 



II.~A COMPARATIVE STUDY OF MODERN CURRICULA. 



The material used in the comparison of the modern curricula of 
the five colleges in which the historical development of the curricula 
has already been traced is from the following sources: First, the 
courses of study and reports of 1915-16 for Vassar, Wellesley, Rad- 
cliffe, Barnard, and Mount Holyoke ; second, information gained by 
interviews with teachers and students of the courses of study ; third, 
by observation of the actual teaching. The college catalogues vary 
greatly as to the amount and value of the information contained 
therein. Vassar, Wellesley, and Mount Holyoke to a lesser degree, 
make a brief statement of the ground covered by a course; Barnard 
states only prerequisite points and fees; while Radcliffe, besides the 
" Course of Instruction," uses the official register pamphlets of Har- 
vard, which give the details of the courses in each department. The 
last method would appear to obviate for the student the necessity of 
as complete advisorship from the faculty as is incurred by the less 
detailed information of the ordinary catalogues. Information 
gained by interviews with teachers and students is of' value only to 
give the kind and amount of work which the course aims to accom- 
plish, and second, the kind and amount of work which it actually 
did accomplish in particular cases. Observation of the actual teach- 
ing of the college instructor is lessened in the value of its results by 
the fact that no supervision of college teaching is customary, and in 
consequence the instructor is ill at ease if subjected to observation. 

The material is handled, first, as a whole, by a comparative tabu- 
lation of all the courses and half courses offered in the five colleges; 
second, the same tabulation in hours; third, by analyses of separate 
departments in each college ; fourth, by comparison of corresponding 
departments in the five colleges. 

57 



58 CURRICULUM OF THE WOMAN 's COLLEGE. 

Courses of instruction for 1915-16. 



Departments. 


Vassar. 


Wellesley. 


RadclifEe. 


Bamard.i" 


Mount 
Holyoke. 




Courses. 


Hours. 


Courses. 


Hours. 


Courses. 


Hours. 


Courses. 


Hours. 


Courses. 


Hours. 


Anthropology 










4 
5 


101 
4 


14 


34i 








3 


3 


1 


3 


(8) 




Architecture 


9 
1 
2 
1 
9 
6 
13 
8 


17 

2 

6 

2 

26 

22 

24 

21 




Art 


8 
11 

6 

3 
12 

9 
12 


11 

14J 
8 

25 
14^ 


10 
6 

8 
8 
9 
9 
8 


23 
15 
17 
22 

18 
15 
21 


11 
3 
*2 
10 
10 
18 
15 

5 
5 


17 

9 

'"m 

23 

43i 

31i 

9J 
15 


13 
6 
7 
9 
13 
11 
12 


21i 

14i 
19 




Bible 










Education . . . 


English: 

Comparative 


Composition 


8 


19 


7 

2 
17 

3 
12 

6 
19 

7 
15 


17 

6 
44 

7 
25 
15 
29J' 
19 
35 


6 


16J 


15 


22J 


Language 


Literature 


13 
3 

14 
6 
16 
15 
18 


31i 
'"'28i" 

4 

24 
37 


18 
2 

11 
8 

24 
9 

21 
1 
4 
9 

30 
6 

7 


36i 

4 

29 
13i 
46i 
191 
45i 

li 

9 
15 
67i 
12 

141 


14 
1 

11 
15 
19 
14 
12 
1 
3 

13 
8 
8 
1 

(6) 


321 

2 
32 
27 
36 
20i 
294 

2 

9 
22 
20^ 
17 

1 


19 
4 

13 
6 
13 
14 
14 


28i 




Frenm 


23 


Geology 


8§ 
30 


German. . 


Greek 


22| 
27 


History . . 


Introductory science 






2 

23 
11 
10 


6 
25 
21 
15 


5 
13 
10 
13 


12 

20i 
21?, 
24 


3 

10 
14 
15 


3i 
171 
29J 
16i 


Latin 




Music . . 


Old Irish 


Philology: 

Classical 














Comparative 






1 


3 








Indie 






9 
4 

13 
6 
1 


18 

5 

23 

m 

2 




















1 

13 
9 
2 

72 

1 
11 


3 
26 
19i 

1 
...... 

25i 






Philosophy. . .. 


9 
9 

{ ' 


12 
14.V 

4i 


6 
6 
1 

31 

5 


13 
12 

1 


8 
12 
1 

92 

34 
5 


lOi 
16J 




Physiology and hygiene. . 


Political science 


5 
9 


9 
9 


-■--- 


7 
5 

6 
3 
6 
4 
14 


19^ 
9 

15 
6 
11* 






7 


Semitic language and 
history 




Slavic language 


















Social ethics 


















Spanish . 


2 

7 


6 

12i 


3 

7 


9 

18 


9 

28 


3 

7 


9 
19 


1 
13 


3 


Zoology 


221 




Total number of 


235 




217 




314 




236 




251 








Total number of 
hours 




395 




475^ 




656 




528 




404 








Total number of 
departments, 40. . 


26 




28 




35 




31 




25 





1 In philosophy. 

2 Hygiene department offers 22 teacher-training courses and 10 general courses; zoology department 
includes one physiology course. 

3 In history. 
* Semitic. 

6 Omitted, 1915-16. 

6 With Latin and Greek. 

7 In Education. 

8 With art. 

9 In zoology. 

10 The minimum value is given for Columbia courses offered at Barnard. The number of points is usually 
determined by the amouBt of individual work. 



The object of the arrangement in tabular form of all the courses 
and half courses offered for a B. A. is, first, to ascertain all of the 
subjects taught by women's colleges as represented by the chosen 
five; second, to measure the amount of work done in each subject in 



MODERN CURRICULA. 



59 



courses and half courses in each of the different colleges; third, to 
measure the richness of curriculum in individual colleges by a record 
of all subjects emphasized and omitted; fourth, to find the total 
number of courses and half courses offered by each college. 

Vassar College 



Hours 
SS 










— 































— 






— 




— ■ 


— 


— 


Houri) 

55 


50 
















"^ 
































50 


45 
















































45 


AO 
















































40 


3S 


























1 — 






















35 


30 
















































30 


25 


















■^ 






























25 


20 
















































20 


15 




___ 












































15 


to 












"~ 


































— 


10 


6 






— 


I — 












— 




























5 






















































75 


\ 


1 

1 


5^ 




i 


1 

5" 


1 


1 


1 




^ 

s 


? 

<% 

^ 


1 






1^ 

1 


1 


1 


1 

Cl" 
0) 


1 


1 


I." 


N 


75 


70 
















-— 
































70 


65 
















































65 


60 
















































60 


55 
















































55 


50 
















































50 


45 
















































45 


40 
















































40 


35 
















































35 


30 
















































30 


25 
















































25 


20 








_- 
























I 
















20 


15 






-1- 








































— 


15 


10 







































— 1 










10 


' s 












































~ 




5 

































_ 


_ 






^-. 




^_ 


.^_ 


^_ 






Wellesley College 

Fig. 1. — Number of hours given to subjects common to the tivo colleges. 

• The number of department units into which the subjects are 
grouped totals, 40. Of the colleges, Barnard and Eadcliffe (the two 
colleges allied with men's universities) most closely approximate the 
totaf number. Of the 5 lacking 40 at Eadcliffe, Bible is given in 
the Semitic department, and Old Irish is omitted in 1915-16. leaving 



60 



CURRICULUM OF THE WOMAN S COLLEGE. 



only three special departments unprovided for — architecture, Eng- 
lish language, and comparative philology. 

Eadcliffe presents a total of 35 departments ; Barnard, 31 ; Welles- 
ley, 28; Vassar, 25; and Mount Holyoke, 25. That Eadcliffe offers 
more graduate work than the other colleges in no way affects the 

Radcliffe College 



Hours 



















































fn 
















































Tf 
















































'iO 
















































'f'? 

















































40 












— 




































,=?^ 
















































^n 














^^ 


































?'^ 
















































?o 

















































f^ 
















































10 




















•— 




























^ 























































^_ 










































TP 


1- 


i 


$3 


1 


$5 

1 


1^ 

o 

1 
a- 




1^ 

1 


1 


5^ 


:3 




1 


1 


^3' 


1 

1 

a" 


1 


1 


1 


1 

a' 


1 

1 


1 


1 


4'i 
















































40 
















































f'i 
















































V 
















































25 
20 
15 
JO 
5 













































































__ 




























































































— 










_ 












































_ 














"~ 


~ 




























__ 






__ 








I— 









































Hours 

65 
60 
55 
50 
45 
40 
35 
30 
25 
20 
15 
10 



50 
4$ 
40 
35 
30 
25 
20 
15 
10 
5 

Barnard College 

Fig. 2. — Number of hours given to subjects common to the five colleges. 

number of departments of the college, since each department offers 
some undergraduate work. 

Of the total number of courses and half courses, or year and 
semester courses, Radcliffe again has the lead by a large majority, 
this time in consequence of the broader curriculum necessary for 
graduate work. 

A modification of the total of Wellesley is made necessary by the 
exclusion of the 22 courses of the hygiene department which lead to 



MODERN CURRICULA. 



61 



a special certificate. In none of the colleges have the courses in 
gymnastics, sports, and dancing been reckoned. 

The totals of courses show the colleges in the following order: 
Radcliffe, 314; Mount Holyoke, 251; Barnard, 236; Vassar, 235; 
Wellesley, 217. The arrangement at Mount Holj'oke of semester 
courses to a large degree in all departments accounts for the lead 
over the colleges which use the year unit more frequently. Since, 
however, each semester usually deals with a separate subject, the 
summary in terms of semesters gives the amount of distribution of 
subjects within the department. 



Hours 

60 
55 
50 
45 
40 
35 
30 
25 
20 
15 
10 



















Mount Holyoke College 
















e>o 
















































55 
















































50 
















































45 
















































40 
















































,1T 
















































30 
















































?') 
















































?0 


^^ 
















— 






























f'i 
















































w 






— 










































*» 










































— 
























































■^ <o ^- e^ =^ tv ^ ,^\^ J$ "5 V ^. $^ 5l ^ e ^ -^ ^ 42 > 



•^ ^ ^ "^ ^ 



I 



N: 



0^ ffc 



§."i^ ^ 



^ 5 






s: f^ 



Co 

I 



5- 
I 






Fig. 3. — Number of hours given to subjects common to the five coUegas. 



Since, on the other hand, semester totals give no adequate notion 
of the actual number of hours devoted to the courses of a department, 
the department measure by semesters has been checked up by a count 
of the number of hours offered by each department. The totals in 
hours of work offered show the colleges in the following order: 
Radcliffe, 656 hours; Barnard, 528 hours; Wellesley, 475^ hours; 
Mount Holyoke, 404 hours ; Vassar, 395 hours. This changes Welles- 
ley from the least number of semester courses to third in number 
of hours. 

Considerable variation exists as to the number of hours offered by 
the departments of the colleges. Extreme emphasis is obvious at 
Radcliffe in the department of economics, which offers 19i- hours 
more than any other college, in German and education, which are 



62 CURRICULUM OF THE WOMAN 's COLLEGE. 

10|^ hours in advance of the other colleges, and in mathematics, which 
is 38 hours ahead. The emphasis at Barnard is in the department 
of geology, which offers 12 more hours than any other college; ini 
psychology, which is 16^ hours in advance; and in anthropology, 
which offers 24 hours more than Eadcliffe, the only other college 
to support such a department; at Wellesley and Mount Holyoke in 
the departments of Bible. Vassar shows a very small department 
of botany, and has no education department, offering but two educa- 
tion courses in the department of philosophy. 

The selection of the departments for special analysis was made 
to include, first, the courses usually prescribed for a B. A, ; second, 
the departments offering the largest average number of hours in the 
curriculum; third, the departments from which the greatest amount 
of work is elected. The following departments seem to justify such a 
choice: English, history, zoology, German, Latin, mathematics, 
chemistry, philosophy, and psychology. The departments of English, 
history, zoology, and German are analyzed in detail as representative 
centers of election. The method of analysis is by a description of 
the courses and the teaching force of the department in each college, 
and by comparative tables showing the relative amount of work 
offered and the relative strength of the teaching force of the five 
colleges. 

The departments of Latin, mathematics, chemistry, philosophy, 
and psychology are analyzed in a comparative way only, because, 
though required for a degree, they are less largely elected than those 
of the first group. 

THE REQUIREMENTS FOR THE B. A. DEGREE. 

The appended table of the requirements for the B. A. degree in the 
five colleges brings out the following points: Mount Holyoke pre- 
scribes the largest number of hours of work ; Barnard prescribes the 
greatest number of subjects to be studied; Radcliffe prescribes the 
least work, and makes it possible by examination to avoid any pre- 
scription. Counting out Eadcliffe, the other colleges agree in the 
prescription of the following subjects: English composition, mathe- 
matics, Latin or Greek, German or French, philosophy. Wellesley 
and Mount Holyoke are the only colleges to prescribe Bible. 

At Vassar and at Wellesley the unit of time is the hour; that is, 
one class appointment a week for a year counts as one hour. Vassar 
requires 56 hours for the degree A. B., and Wellesley requires 59 
hours. At Mount Holyoke the unit is the semester hour ; 120 hours 
are required for the degree. At Eadcliffe the work is arranged in 
courses and half-courses, which are evaluated regardless of hours by 
the work actually required, and which count as full or half courses 



EEQUIREMEXTS FOR B. A. DEGREE. 63 

toward the 17 courses required for the degree A. B. At Barnard the 
courses are valued in. points, the term point signifying one hour a 
week of class atendance or two hours in a laboratory for one half 
year; 124 points are required for the degree A. B. 

To secure some basis of uniformity in the comparative work which 
follows, the "year" hour of Vassar and Wellesley has been used as 
the unit. At Radcliife, the number of hours which the catalogue 
announces for the meetings of each course is used to give the hour 
value of full and half courses. xVt Barnard the points, and at Mount 
Holyoke the semester hours have been reduced to the hour of the 
year. 

The choice of the subjects of common prescription appears from 
the histor}'^ of the development of the curriculum to be derived from 
two sources. First, because such subjects offered disciplinary 
training. 

The prescribed part of the course eml^races a due proportion of those strictly 
disciplinary brandies wliich, when left to the option of the student, are almost 
always either wholly neglected or so slightly studied as to bo useless 
but which, if thoroughly taught, experience proves to be the best possible 
lireparation for advanced studies in science, literature, or philosophy.^ 

Second, because, except at Barnard and Radcliffe, the colleges 
were founded especially to supply the teaching profession, which de- 
manded teachers for the subjects required for admission to college. 
At the present time, although the theory of the value of formal disci- 
pline has been experimentally- controverted, and although women 
are entering many fields other than that of teaching, the old order 
of prescription is still folloAved. The newer demands upon women 
for intelligent citizenship are recognized by prescribed work only in 
the course of economics required at Barnard. 

Since there is no uniformity in the degrees offered other than 
A. B. by the different colleges, no comparison is possible, and they 
are simply listed. Wellesley and Radcliffe offer the degree, associate 
of arts; Barnard grants the degree of bachelor of architecture 
through transfer to the school of architecture, of bachelor of litera- 
ture through transfer to the school of journalism, and makes it possi- 
ble for seniors to elect courses in the school of education of Columbia 
University, which may later be credited toward the degree master of 
arts. 

Vassar, Wellesley, and Mount Holyoke all grant the degree of mas- 
ter of arts. Radcliffe offers the degrees bachelor of arts, master of 
arts, associate of arts, and doctor of philosophy. 

Barnard and Radcliffe, through their affiliations with Columbia 
and Harvard, offer greater opportunities for specialized and for ad- 
vanced M'ork than do any of the other colleges. 

* Raymond, John Howard. Vassar College, 1873. 
41596°— IS 5 



64 OUERICULUM OF THE WOMAN 's COLLEGE. 

Sours required for the B. A. degwe in 1915-16. 



Subjects. 



Vassar. 



Welles- 
ley. 



Radcliffe. 



Bamard.i 



Mount 
Holj'oke.2 



History 

English composition 

Mathematics 

Latin or Greek 

French or German 

Physics or chemistry 

A second natural science . 

Philosophy 

Hygiene 

Economics 

EngUsh literature 



3 
3 
3 
3 

53 
103 



«3 

"6 

3 

3 

2 



3 (GpoLats). 

do 

do 

do 

3 (6 points). 



do 

2 (4 points) . 

3 (6 points). 
do 



6 
6 

96 

6 
6 

13 6 

4 



1 A point equals one hour of class work or two hours cf laboratory work for one-half year. 

2 Semester hours. 

3 BibUcal history. 

* And six of Bibhcal Uterature. 
5 Possible exemption by examination. 
8 Unless a third is presented at admission. 
' Exemption if presented at admission. 

8 Working knowledge required. 

9 Greek, French, or German. 

1" Vassar requires 3 hours of French, German, physics, or chemistry; not of two of them, 
n Natural science, if not presented at admission. 
12 Philosophy and psychology, 
w Six lectures. 

Requirements for distriMction of electives. — Vassar : No system of majors. 
Wellesley : One to nine hours in each of two departments ; 2 to 12 in one depart- 
ment and 6 in second. Radcliffe : Group system. Barnard : Major subject of at 
least 18 points (9 hours), exclusive of prescribed work. Mount Holyolie: Two 
major subjects of 15 semester hours each. 

Requirements for distribution of required studies. — Vassar : During first two 
years ; exception, philosophy, junior year. Wellesley : During first two years ; 
exceptions, two hours Biblical history, junior year, and philosophy, before senior 
year. Radcliffe : During freshman year. Barnard : During first two j-ears ; ex- 
ception, economics, junior year. Mount Holyoke : During first three years. 

ENGLISH. 

The English department has always occupied an important place in 
the curriculum of the woman's college. Even in the original courses 
of study, when the emphasis was laid upon the classics, mathematics, 
and the modern languages, English had its place. From the composi- 
tion being taught by exercises in grammatical analysis and from 
Whately's Ehetoric, and the literature from Shaw's Manual of Eng- 
lish Literature,^ the work has developed to its present prominent 
status in the college. A striking specialization by the women's col- 
leges in English departments has been noted by Thorndike and by 
Dealey.^ A present study of the catalogues of the colleges for women 
indicates that the department of English offers the largest amount 
of work in the college in terms of semester courses. 



1 Course of Study, Vassar, 1SG7-68. 

2 Comparative study of the curricula. 



H. L. Dealey, p. 347. 



EEQUIBEMENTS FOR B. A. DEGREE. 



65 



The composition departments agree in the prescription of a cer- 
tain amount of training in writing, and most of them try to secure 
that training by cooperation with the other departments in the col- 
lege. The gi-eatest variation in the colleges appears in the further 
development of the writing courses. The advanced work shows a 
tendency toward specialization, an effort to encourage the kind of 
creative work to which the student is especially adapted. The result 
at Vassar is special courses on descriptive writing, short-story writ- 
ing, and journalism; at Eadcliffc, courses in the drama; at Barnard, 
the courses of the school of journalism; and at Mount Holyoke, 
courses in narrative writing, description, and verse composition. 
Wellesle}'^ offers little opportunity for specialization, since the ad- 
vanced courses are inclusive of all forms of writing. 

The significance of specialization in advanced courses lies partly 
in the connection of the work of the student within the college with 
that which lies beyond it. Such a double adjustment of the course 
work of the student points toward a new criterion of the value of the 
content of courses which may prove an interesting factor in the cre- 
ation of the future curriculum of the college. 



Courses and instructors in English. 
COMPOSITION. 





Vassar. 


Wellesley. 


Radclifle. 


Barnard. 


Mount 
Holyoke. 


Year courses ... 


5 (3-hour) 

1 (1-hour) 

2 (3-hour) 

19 
11 


2 
9 
3 


4 (3-hour) 

2 (2-hour) 

1 (1-hour) 



17 
12 
2 
2 

8 
3 


1 
5 (3-hour) i 5 (S-Doinf) 


1 (3-hour) 


Semester courses 




15 
5 
2 


1 
2 

1 


1 (S-point) 

16i 
8 
2 


6 
1 


1 (1-hour) 
12 (3-hour) 


Hours 


1 (l-hourj 
22 


Teachers 


8 


Professors 


1 




1 


Assistant professors 







6 


Doctors' degrees . . 










LITERATURE. 





8 (3-hour) 
5 (3-hour) 

31J 
9 
1 
2 


13 (3-hour) 
2 (1-hour) 
2 (3-hour) 

44 
9 
2 
3 


7 (3-hour) 

9 (3-hour) 
2 (2-hour) 

36J 
11 
5 



7 (6-point) 
2 (4-point ) 
5 (3-point) 

32J 
12 
6 



1 (3-hour) 




16 (3-hour) 




1 (2-hour) 

1 (1 hour) 

28i 




e' 


Professors 







1 






Instructors 


6 
6 


13 
2 


6 

26 


6 
6 


5 


Doctors' degrees 


1 







> 1 assistant. 



* In addition, 9^ hours of comparative literature. 



66 CUEKICULUM OF THE WOMAN 's COLLEGE. 

Specialization of courses, which the interests of the students ap- 
pear to be forcing, means provision for students of talent for whom 
there is little provision where general courses only are given. It 
may, on the other hand, signify little opportunity for extensiA^e work, 
leading to specialization too detailed and technical for undergraduate 
teaching. 

An effort is being made to keep track of the permanent quality of 
the student's English work. At Barnard, for example, any instructor 
may report to the English department a student as deficient in 
English. The department then has the responsibility of investigat- 
ing the student's case. At Wellesley, if a student is deficient in 
English even in her senior year she is not permitted to graduate until 
such deficiency is removed. Such reports are for all students irre- 
spective of their connection with the English department. At Vassar 
a movement is on foot toward a like systematized correlation of the 
English with the other work. 

The interpretation of this tendency is that English composition is 
coming to be regarded as a training in clear thinking and correct 
expression which may be used as a tool by all of the departments. 

The table shows a variation in the number of teachers in the com- 
position departments of the different colleges. Such a variation is 
explained here as in other departments not so much by the number of 
courses offered as b}^ the number of divisions necessarj^^ to handle the 
required introductory course. To illustrate, Wellesley requires ten 
and Vassar eight teachers for the introductory course which at Ead- 
cliff'e is given by one professor and his assistant. 

The character of the teaching force of the composition department 
shows certain peculiarities. The following percentages of the teach- 
ers are of the grade instructor : At Vassar, 81 per cent ; at Wellesley, 
66 per cent ; at Eadcliffe, 40 per cent ; at Barnard, 75 per cent ; at 
Mount Holyoke, 75 per cent ; that is, except at Radcliife, the greater 
part of the teaching is conducted by instructors. 

The scarcity of the doctor's degree in the English composition de- 
partments of any of the colleges is probably due not only to the large 
percentage of instructors on the teaching force but to the fact that 
ability to produce or to stimulate creative work is the quality par- 
ticularly stressed in the teacher of composition. 

The department of literature is entirely separate from the depart- 
ment of composition at Wellesley and at Mount Holyoke only. At 
Vassar, Eadcliffe, and Barnard the department of English includes 
both divisions, and members of the faculty teach both branches. 
At Barnard, three hours, and at Mount Holyoke, six semester-hours, 
of literature are required for a degree. At all of the colleges except 
Eadcliffe an introductory course consisting largely of an historical 
outline of English literature is a prerequisite of all advanced work. 



REQUIEEMENTS FOR B. A. DEGREE. 67 

While such a course permits the student a certain degree of orienta- 
tion before specialization, it in no way gives her any information 
with the parallel literature outside of England, except as she may 
be studying it in modern language courses. Comparative literature 
is offered only at Eadcliffe. No opportunit}' for ac<piaintance with 
ancient literature is offered, except as the student elects the classics. 
A possible consideration for the increasingl}^ large proportion of stu- 
dents who do not elect Latin or Greek might be a literature course 
which would include translations of the classics. The excuse for 
locating such courses in the English department is obviously as a 
means of the interpretation and evaluation of the English literature. 

At the other chi-onological extreme American literature is dealt 
with in all of the colleges to the extent of one course each with 
the addition at Eadclift'e and Wellesley of a course each which deals 
with America and England both. 

At Eadcliffe and JNlount Holj'oke tlie arrangement of the courses 
in semesters is used to a greater degree than at the other colleges, 
where full-year courses predominate. When full-year courses are 
devoted to individual writers, not much literature is possible for the 
general student. The period basis, as we have seen in the special 
analyses, is followed to some degree by all of the colleges. 

The teaching of literature at Vassar, Wellesley, and Barnard is 
in a greater degree in the hands of professors and associate pro- 
fessors than is composition. The following percentages of the 
teachers are of the grade instructor: At Vassar, 60 per cent; at Wel- 
lesley, 44 per cent; at EadclilTe, 54 per cent ; at Barnard, 50 per cent ; 
at ]\rount Holyoke, 83 per cent. 

The doctor's degr-ee is much more common among the members of 
the literature department than among those of the composition de- 
partment. 

Of the number of hours in English offered by the five colleges, 
Mount Holyoke leads in composition, the other colleges following 
in the order of Vassar, Wellesley, Barnard, and Eadcliffe. In litera- 
ture Wellesley offers the largest number of hours, the other colleges 
following in the order of Eadcliffe, Vassar, Barnard, and Mount 
Holyoke. 



At Vassar the English composition and literature departments 
are not separated, five of the members of the faculty giving courses 
in both branches. 

In the composition work Course 1 covers the required three hours 
of the freshman year. It is a study of prose selections with Avriting 
of themes. The method is based upon a textbook, Buck and Wood- 
bridge's " Course in Expository Writing." 



68 



CUEEICULtJM OF THE WOMAN S COLLEGE. 



In the elective courses narrative writing, critical writing, and de- 
scriptive writing are dealt with in separate courses, followed by a 
full course in advanced composition. Argumentation has a year 
course and a semester course allotted to it. 

By this arrangement the student has a full course in the analysis 
of the short story with practice in writing it; a full course in jour- 
nalistic writing, and a semester course for practice in the various 
forms of descriptive writing. Vassar devotes more time to argu- 
mentation than the other four colleges. 

English at Vcifsar. 



Composition. 



Literature. 



Spoken. 



Year courses. 



Semester courses 

Hours 

Teachers 

Professors 

Associate professors. 
Assistant professors. 

Instructors 

Doctor's degree 



5 (3-hour). 

1 (1-hour). 

2 (3-hour). 

19 
11 


2 



8 (3-hour). 



5 (3-hour). 
31| 
9 
1 
2 

6 



1 Courses not counted toward the degree. 

A course which has significance for both composition and literature 
is that of literary criticism which alternates with the poetic courses. 

A general introductory course is required as preliminary to all the 
other courses in literature. It deals with the- development of Eng- 
lish literature from Beowulf to Johnson. Following it, the periods 
are dealt with as follows : 



Old English l S-hour semester course. 

Middle English 3-hour year course. 

Middle English romances 3-hour j'ear course. 

Nineteenth century poetry 3-hour year course. 

Nineteenth century prose 3-hour year course. 

Later Victorian poetry 3-hour semester court. 

American literature 3-hour year course. 

The classic and romantic movement 3-hour year course. 

Special writers are dealt with in courses on Beowulf, Chaucer, and 
Shakespeare, to the study of whom two courses are given. 

At Vassar, while nineteenth century literature, both prose and 
poetry, is dealt with thoroughly, the only opportunity for study of 
eighteenth century literature appears in the course which includes 
both the classic and the romantic movements and which begins with 
Spenser. The sixteenth and seventeenth centuries are covered by 
the course called Shakespeare and his age. The work, as may be 
readily seen, is offered largely on the period basis. 



REQUIREMENl'S FOS, B. A. DEGBEfi. 



69 



WEM.ESLEY. 

At Wellesley College the departments of English composition, 
literature, language, and reading and speaking are quite separate, 
each with a different head and a separate faculty, with the exception 
of one member of the composition department and the two members 
of the language department, who have work in the other depart- 
ments. 

All courses at Wellesley are classified in Grades I, II, III ; Grade 
I including elementary courses and Grade III the most advanced 
courses. According to this classification, the English composition 
department offers one Grade I course, three Grade II courses, .xid 
three Grade III courses. 

The general prescribed course, as at Vassar and Eadcliffe, is a 
three-hour course for the year. Ten members of the faculty teach 
it, each having entire charge of one or more divisions for the class 
work, the theme reading, and the conferences. The work is outlined 
closely enough to keep the different divisions practically parallel. 
"Weekly themes are required the first semester, and fortnightly 
themes the second. 

English at Wellesley. 





Composition. 


Literature. 


Spoken. 


Language. 




4 (3-hour) 
2 (2-hour) 
1 (1-hour) 

17 
12 
2 
2 
8 


13 (3-hour) 
2 (1-hour) 

2 (3-hour) 

44 

9 

2 

3 
13 


1 (3-hour) 

2 (2-hour) 


2 (3-hour) 




Hours 


7 
3 
1 


6 


Teachers 


2 


Professors 


1 


Associate professors 


1 


Instructors 


2 









1 One assistant. 



Course 2 of argumentation will not be offered after the year 
1915-16. It represents the second course formerly required for a 
degree. Two other full elective courses on argumentation seem, 
however, to supply sufficient training. 

The Grade III courses offered by the composition department are 
as follows : 

Long and short themes ; a general course in writing which includes 
the critical stud}' of one novel at least. Two-hour year course. 

The theory and history of criticism ; a lecture course dealing with 
the critical theory of Plato and Aristotle, and with English and 
French critics. One-hour year course. 

Advanced course in English composition ; a general writing course 
including studies in structure and style. 



*70 CUBEICULUM 6^ THE WOMAN ^S COLLEGE. 

Classified by grades, the literature department offers one Grade 1 
course, seven Grade II courses, with a 1-hour course in addition, 
seven Grade III courses, with a 1-hour course in addition. With 
the above exceptions of 1-hour courses, the rest are 3-hour courses. 
Nine teachers conduct the work. 

As at Radcliffe and Vassar, a general course is given on the de- 
velopment of English literature, and as at Vassar but not at Rad- 
cliffe, this course is prerequisite to all other courses in the depart- 
ment. The course is sometimes passed off by examination. 

Courses based on periods rather than special writers are: 

American literature 3-liour year course. 

English literature of the fourteenth century 3-hour year course. 

English lyric poetry of the sixteenth and seventeenth cen- 
turies 3-hour year course. 

Beginnings of the English Renaissance from Caxton to 

Spenser : 3-hour year course. 

Victorian prose 3-hour year course. 

English poetry of the nineteenth century 3-hour year course. 

Historical development of English literature 3-hour year course. 

Tendencies of twentieth century poetry 1-hour year course. 

Less emphasis is placed on the eighteenth century literature than at 
Radcliffe and more on the modern. 

Special writers are dealt with in courses on : 

Milton 3-hour year course. 

Spenser 3-hour semester course. 

English drama through Shakespeare 3-hour year course. 

Modern authors. (Two each year.) 3-hour year course. 

English masterpieces 3-hour year course. 

A course on the Arthurian Romance, a 3-hour year course, and a 
1-hour year course in poetics are also offered. A course called Critical 
Studies in English Drama, three hours for the year, aims to give 
graduate training in literary investigation. 

The English language department is devoted to the study of Old 
and Middle English. It offers in 1915-16, a course in the History 
of the English Language, and a seminar for the study of Old Eng- 
lish. Both are 3-hour courses for the year, of Grade III. In 
none of the other colleges are these language courses separated from 
the English department. 

Spcken English at Wellesley is called reading and speaking, and 
has no connection with any branch of the English department. It 
consists of one Grade I course of two hours, one Grade II course of 
three hours, and one of two hours. The first two courses are given 
to training of the body and voice, and the third to the interpreta- 
tion of Shakespeare. Unlike Vassar, the courses at Wellesley count 
toward a degree. 



IIEQUIEEMENTS FOR B. A. DEGREE. 



71 



RADCLIFFK. 

At Radcliffe, in all of the departments, the courses are classified 
primarily for undergraduates, for undergraduates or graduates, and 
primarily for graduates. Between the groups there is, however, no 
strict division line, the only restriction being that courses primarily 
for undergraduates shall not count toward the M. A., and that un- 
dergraduates are to be admitted to courses primarily for graduates 
only on recommendation of the instructor. This generous provision 
allows the able student great freedom of choice in courses and makes 
it possible for her to accomplish nearly, if not quite, the work re- 
quired for both A. B. and A. M., in four years. 

English at Radcliffe includes without separation into departments 
composition, literature, and spoken English. " Study of literature 
forms a part of nearly every course in English composition, and 
practice in composition forms a part of many of the courses in Eng- 
lish literature." Members of the faculty sometimes teach both com- 
position and literature. The courses of comparative literature are 
grouped into a separate department. 



English at Rnflcliffc. 





Composition. 


Literature. 


Spoken. 


Comparative. 




5 (3-hour.) 



15 
5 
2 


7 (3-hour.) 

9 (3-hour.) 
2 (2-hour.) 
3M 
11 


2 (2-hour, 
halfcourses.) 


2 (3-hour.) 

1 (3-hour.) 

2 (2-hour.) 

9i 


Semester courses 


Hours 


4 
1 


Teachers 


4 


Professors 


1 


Associate professors 


i 






Assistant professors 


1 
1 

1 




2 


Instructors 






I 


Doctors' degrees 




1 









The only prescribed work at Radcliffe is a three-hour course of 
rhetoric and English composition; an introductory course in the 
theory and practice of English composition, both oral and written. 
The theory is taught by lectures, recitations, and readings, the prac- 
tice by the writing of themes Avhicli are criticized and rewritten. 
Short daily themes and longer periodical papers are required of the 
student. 

This prescribed course may be anticipated by examination. For 
the freshmen who have anticipated it by the grade A or B, the 
course called English composition is primarily intended. It is con- 
ducted in much the manner of the prescribed course, but deals with 
a selected group of students. 

The instructor in charge of the undergraduate composition 
courses, which are usually large at Radcliffe, gives the lectures. The 
themes are criticized and marked by assistants who hold conferences 



72 CtJERICULUM OF THE WOMAN ^S COLLEaE. 

with the students concerning them. The assistant selects themes in- 
dicative of significant failure or success for the professor in charge 
who presents them to the class with personal comment and criticism. 
According to this plan nauch of the individual teaching is done, by 
the assistant and much of the evaluation of the student's work is 
left to his judgment. On the other hand, the student has the stimulus 
of general and sometimes individual comment and suggestion from 
the expert whose time must necessarily be saved by readers. 

A third English composition course, a three-hour year course, is 
limited to 20 students and is especially intended for graduates who 
already write well and for undergraduates who have attained dis- 
tinction in English 12, which, though not offered in 1915-16, is a 
course usually given to students showing ability. The prerequisite, 
then, for the more advanced composition courses is demonstrated 
ability to write. 

The two other composition courses deal with the technique of the 
drama and are arranged on the same basis, that of value placed on 
actual work accomplished, the second open only to those who have 
taken the first with distinction. The first of these drama courses, 
which are given by Prof. Baker, is limited to a dozen and is 
primarily for graduates. Candidates make application by submit- 
ting an original play of one or more acts. The lectures of the course 
treat of the relation of the play to the novel and short story, the 
principles of adaptation, plotting, structure, characterization, climax 
and suspense, and dialogue, and the making of scenarios. Three 
plays are required of each student. The second drama course is an 
advanced course of lectures and practice. With the consent of the 
instructor it may be counted for more than one course, thus making 
provision for students who give evidence of talent enough to war- 
rant extra-time adjustment. 

The work in dramatic composition at Harvard and Eadcliffe has 
been stimulated by the offer of two awards, the MacDowell Resident 
Fellowship of $600, and the Craig prize of $300, the latter including 
a production of the successful play. The fellowship and the prize 
have been awarded since 1910, each twice to Radcliffe students whose 
plays were produced with considerable access. 

The subject argumentation to which much attention is given in 
the other colleges is omitted entirely. 

While the literature courses are classified in the usual manner, the 
line of demarcation is slight and undergraduates capable of good 
work are admitted to courses primarily for graduates. No courses 
are required and none has a prerequisite except early English, which 
is open only to those who are acquainted with Anglo-Saxon. 

Of the 26|- courses offered by the literature department, 17 are 
open in 1915-16. The method of alternation of courses permits this 



REQUIBEMENTS FOR B. A. DEGREE. 73 

work to be kept in the hands of some of the best men of Harvard's 
staff, who, too busy to give all of the courses each year, would other- 
wise have to delegate them to assistants. 

The general introductory course, primarily'- for undergraduates, is 
designed to trace the main historical development of English litera- 
ture from earliest times to the present day. (Three-hour year 
course.) 

The story of King Arthur, an undergraduate course, deals with 
the development of the Arthurian legends in English, and gives a 
brief history of their origin. (Three-hour semester course.) 

Of the more advanced courses, those devoted chiefly to study and 
interpretation of the text include the three-hour year courses of 
Chaucer and of Shakespeare, and the three-hour semester courses of 
Anglo-Saxon. Beowulf, Bacon, and Milton. Of these, the course 
given by Prof. Kittredge on Shakespeare may be taken in two suc- 
cessive years, six plays being studied each year. 

The courses dealing with specific periods rather than with a special 
writer of a period are : 

Full courses: 

Early English. Prom 1200 to 1450. 

The drama from 1642 to the present day. 
Half courses : 

Studies in seventeenth century prose. 

Life and works of Pope. 

Eighteenth century periodicals. 

Eighteenth century sentimentalists and tlieir opponents. 

English literature in the period of the Romantic movement. 

The courses are conducted by lectures. Eeading is assigned to the 
students, who make written reports of any phase which proves espe- 
cially interesting to them. 

English 20 consists of courses of research in which the instructors 
in English hold themselves ready to assist and advise competent 
graduate students who may propose plans of special study in the 
English language or literature. The number of these courses varies 
according to the demands of the graduate students and in subjects 
according to their special interests. 

Of the courses in comparative literature, the first, a three-hour 
course for the year, offers a general survey of the history of literature 
in Europe from its origin in classic times to the present day. It 
emphasizes the writers, the subjects, and the influences which have 
survived in conscious tradition. The course is conducted by lectures 
and reading, when possible, in the original language. The courses 
dealing with specific periods are as follows : 

Full course: Literature of the Renaissance. 

Half course: Goethe's Faust, with a study of kindred drjinuis in P^nropean 
literature. 



74 



CUEEICULUM OP THE WOMAN S COLLEGE. 



Half course: The dramatic works of Grillparzer, considered in their relations 
to European literature. 

Half course : German literature in the sixteenth century and its relation to 
European literature. 

BARNARD. 

At Barnard the department of English as at Radcliffe includes all 
of the courses given in composition, literature, and elocution. All 
but one of the instructors of composition give courses in literature 
also. The courses are all undergraduate courses, and their value is 
indicated by points. Two points are practically equivalent to one 
year-hour. Many of the year courses are regarded as divisible 
courses, the first half of which may be taken separately. 

English at Barnard. 





Composition. 


Literature. 


Spoken. 




5 (C-point.) 

1 (3-point.) 

8 
2 
6 

1 


7 (G-point.) 

2 (4-point.) 

5 (3-poiat.) 

32i 

12 

6 

6 

26 


1 (4-point.) 






2 


Teachers i . . . 


1 




1 















' All but one teach literature. 



2 4 Ph. D., 1 Litt. D., 1 LL. D 



All freshmen are required to take a 6-point composition course for 
the year. It is given by seven members of the department, and it 
consists of oral and written exposition, argument, description, and 
narrative. No special courses in argumentation are given as at 
Vassar and Wellesley. 

The sophomore requirement of a 6-point course may be met by any 
one of several courses, the student being allowed a freedom of choice 
regulated by her proficiency or aptitude in freshman English. She 
may go on writing or elect work in literature from the following 
courses : Epic and romance ; essay and poetry ; survey of English 
literature; composition; journalistic writing; drama. 

Beyond this group the courses are elective. Within the group, 
" Journalistic writing, " and of the advanced courses, " The survey 
of American literature," are required of students who intend to 
transfer to the school of journalism. 

The advanced work in composition consists of one 6-point course 
devoted to theme writing and one 3-point semester course in story 
writing or play writing with collateral reading. 

The especial periods dealt with by advanced courses are as follows : 
Survey of American literature, 4-point year course; English poetry 
from 1550 to 1625, 3-point semester course ; English poetry from 1625 



REQUIREMENTS FOE B. A. DEGREE. 



75 



to Wordsworth, 3-point semester course; English Victorian litera- 
ture, 6-point year course. 

Courses laying stress on study and interpretation of text are : Old 
and middle English and Chaucer. 

Special writers are treated in courses on Shakespeare, and Dr. 
Johnson and his circle. 

In addition, a semester course of a survey of romances and ballads 
touches upon literature of the continent as well as of England, 
though in no sense is it comparative literature; also a course of 
English prose, including fiction, is offered. 



MOI'NT HOLYOKK. 



At ]Mount Holyoke, 15 semester hours or 7^ year hours 
of English are required as against 3 at Vassar, Wellesley, 
and Eadcliife, and 6 at Barnard, Of the 9 semester hours of 
composition, 6 are prescribed in the two courses which are intro- 
ductory to composition and to vocal expression. The introductory 
composition places special emphasis on the writing of exposition. It 
is conducted by a method of outlining: the student reads prescribed 
books and analyses them by outlining their content. At Mount 
Holyoke, as at none of the other colleges, work in vocal expression is 
required as a part of the prescribed course. Once in two weeks each 
division of freshman English meets for work in voice training. The 
vocal expression work is given a regular place in the English curricu- 
lum in addition to the freshman work, and consists of three advanced 
courses. 

English at Mount Holtiokr. 





Composition. 


IJteraturc. 


Spoken. 




1 (3-hour) 

1 r 1-hour) 

12 (3-hour) 

1 (1-hour) 

22i 
8 
1 
1 
6 


1 (3-hour) 

16 (3-hour) 

1 ( 2-hour 1 

1 (1-hour) 

28J 

6 



1 

5 


1 (3-hour) 




1 r3-hour) 


Hours : 1. 


1 (2-hour) 

1 (1-hour) 

6 









I 1 











• Included in composition. 

As at Wellesley the composition department is separated from the 
literature department, each having its own faculty. Mount Holyoke 
offers the largest number of hours of composition of any of the five 
colleges. With the exception of Vassar, which offers two semester 
courses, and of Barnard, which offers one semester course, the com- 
position work of the other four colleges is arranged in year courses. 
Mount Holyoke, however, offers 13 semester courses and only two- 



76 CURRICULUM OF THE WOMAN ^S COLLEGE. 



1 



year courses. This arrangement permits a great variety in subjects 
of courses. Argumentation is given a special course as at Vassar and 
at Wellesley. To theme writing two semesters are devoted, and to 
general writing one semester ; a semester of debating is offered. The 
specialized composition work to which the rest of the semester courses 
are devoted is as follows: Descriptive writing; narrative writing; 
verse forms ; verse composition ; structure of the drama and the novel ; 
prose style. One semester is given ,to literary criticism and one to the 
history of the English language. The department also has a press 
club, which includes all newspaper correspondents. 

Mount Holyoke, thus, has attained a considerable degree of spe- 
cialization. It is a question whether with so complete a division of 
the work into semester subjects any sustained or intensive writing 
can be accomplished. 

Eight teachers, including the one teacher of vocal expression, con- 
duct the work of the composition department. Of these six are in- 
structors and none possesses the doctor's degree. 

Although the literature courses are divided into semester courses 
almost as completely as the composition courses, they do not present 
as great a variety of subjects. Nineteen courses are offered on 15 
subjects, a second semester course sometimes being the sequel of a 
first semester course. 

The department requires a course called " an historical outline of 
English literature," much like the course given at Wellesley. Substi- 
tution of other courses may, however, be arranged. 

The courses, all in three-hour semester courses, dealing with spe- 
cific periods, are as follows : 

Middle English, from 1,200 to 1,400. Special attention to the English metrical 
romances. 

Elizabethan nondramatic literature. 

Elizabethan drama. 

Eighteenth century literature, first half of the century. 

Eighteenth century literature, from death of Pope to 1800. 

Nineteenth century prose, two semesters. 

Nineteenth century poetry, two semesters. 

Nineteenth century novel, two semesters. 

American literature. 

Two semesters of old English are given, one of which is devoted 
to Beowulf, Chaucer, Shakespeare, and Milton; each receives a one- 
semester course. A semester is given to English and Scottish popu- 
lar ballads. A seminar, which has a prerequisite of four courses 
exclusive of the introductory course, is devoted to the history of 
English literature. 

The work of the literature department is conducted by six teachers, 
five of whom are instructors and one of whom possesses the doctor's 
degree. 



REQUIREMENTS FOR B. A. DEGREE. 



77 



ZOOLOGY. 

Zoology, as representative of the elective natural science work of 
the college, is chosen for analysis because of its rapid development, 
its practical possibilities, and because it is largely elected in the 
colleges. Miss Dealey finds that from a comparative standpoint with 
regard to the science departments of chemistry, physics, zoology, 
botan}'^, geology, and astrononi}^, the largest amount is taken in the 
department of zoology at Vassar, Wellesley, and Smith.^ 

Both Yassar and Wellesley were founded soon after the great im- 
petus given to the laboratory method of studying zoology by Louis 
Agassiz. The summer school which he founded at Penikese in 1872 
had profound influence on the development of the study of zoologj^ 
Among the students was the present head of the department of 
zoology at Mount Holyoke, and from his school biologists scattered 
all over the countrj^ to bring into use the laboratory method. 

Courses and instructors in zooloov. 





Vassar. 


Wellesley. 


Radclifle. 


Barnard. 


Mount Hol- 
yoke. 




2 (3-hour) 

3 (3-hour) 
2 (2-hour) 

\2\ 
a5 
1 
1 

3 
2 


5 (3-hour) 

2 (3-hour) 

IS 
6 
1 
2 

3 
5 


5 (3-hour) 

8 (3-hour) 
1 (2-hour) 
28 
6 
2 

2 
2 
4 


1 (12-point) 
2 (8-point) 
2 (4-point) 

2 (2-point) 
19 
5 
2 


62 
3 


2 (3-hour) 




11 (3-hour) 


Ilours 


224 




8 




2 




1 







Instructors ... 


64 




3 









o 1 in botany. 



b 1 assistant. 



Yassar opened with a department of natural history which in- 
cluded zoology, and a museum of zoology and botany which was 
" not for curiosit}^ or displa3\" ^ Wellesley's circular for 1876 an- 
nounced electives in zoology for juniors and, seniors. To Radcliffe 
and Barnard both, the departments of botany were opened the first 
year and the departments of zoology the second. Mt. Holyoke's 
college curriculum appearing as late as 1888 naturally included a 
well-developed course of zoology. 

From general natural history courses, the work has become sharply 
defined into specialized courses, dealing intensively with different 
phases of the subject. 

Two of the colleges, Radcliffe and Barnard, now offer outside of 
any special department an introductory course surveying most of 
the sciences, to afford the student a basis for making an intelligent 

^ Dealey, II. L. Comparative Study of the Curricula, p. 361. 
= Prospectus, 1865, p. 28. , 



78 CUEEICULUM OF THE WOMAN S COLLEGE. 

choice of subject. In addition, these colleges also offer the usual 
introductory course in the zoology department. 

The content of this introductory course has always been much 
debated. Whether the unskilled beginner gains more from a course 
which deals with a type with which he is fairly familiar, afe crayfish 
or frog, or whether he should at once begin work with the micro- 
scope on the protozoa and advance gradually to the more complex 
forms is one of the questions which causes disagreement among 
teachers of zoology. Although no one of the colleges has probably 
reached a final decision as to a course which is the best basis for fur- 
ther work, the present introductory courses reflect the different points 
of view of the individual colleges. A brief comparison will serve 
to indicate the points of agreement and disagreement concerning the 
introductory course in the five colleges. 

At Vassar the course begins with detailed study of the frog. The 
rest of the semester is spent on lobster. The only microscopic work 
consists of brief inserts of the study of amoeba and green plant 
cells for ph3^siological purposes. The second semester, which may 
be taken independently and which is not prerequisite for much of 
the advanced work, consists of the usual series of invertebrates taken 
in order as type forms. Yeast and bacteria, however, precede the 
protozoa. 

At Wellesley the course is not divided. Like Vassar, it begins 
with the frog, dealing next, however, with the bird; then, starting 
with the. microscopic work on the protozoa, the course presents the 
invertebrate series of type forms. 

Eadcliffe begins at once with microscopic work on the protozoa, 
working up to a detailed study of the frog in one semester. The 
second half year of genetics and eugenics is unessential to further 
election. 

At Barnard the course deals first with microscopic study of cells 
and protoplasm. The earthworm is then taken as a type animal; a 
day is given to fern for comparison, and then the usual series of 
type forms of invertebrates are presented, beginning with protozoa. 
The second half of the year deals with vertebrates in the order of 
amphioxus, dogfish, frog, and rabbit. 

Mount Holyoke, like Eadcliffe, begins the course with microscopic 
work on protozoa, working up through type forms to the oyster and 
clam in the first semester. The second semester is devoted to insects, 
lamprey, fish, frog, and demonstrations of mammals. 

Thus Vassar and Wellesley start with large familiar forms, later 
dealing with the simple microscopic forms. Eadcliffe, Barnard, and 
Mount Holyoke deal at once with microscopic work, though Barnard 
does not continue to study the invertebrates in logical sequence as do 
Eadcliffe and Mount Holyoke. 



REQUIREMENTS FOE. B. A. DEGREE. 79 

At Wellesley only are juniors and seniors debarred from the ele- 
mentary course. At the other four colleges the course is open to 
all students, thus enabling a student who desires a general zoology 
course to elect it during any college year. 

All of the colleges make some provision for dealing with the 
theoretical aspects of zoology in some part of the beginning work, 
usually b}^ lectures on phases of evolution. Advanced work of 
philosophical or theoretical content follows later. In its bearings 
on the problems of the human race, such work is of great importance 
to the student and is emphasized with advantage in the introductory 
course. 

Although a natural science is prescribed by all of the colleges, the 
particular science of zoology is elective throughout. The severity and 
kind of prerequisite for advanced work vary in the different colleges. 
At Vassar the completion of one semester of the introductory course 
serves to admit the student to all but one of the courses following it. 
At Wellesley the completion of the introductory course and the year 
course following are essential to all of the advanced work. At Rad- 
cliffe the ability of the individual student largely determines the 
courses open to her. Certain courses are the preparation for follow- 
ing courses, but an equivalent is always accepted. At Barnard the 
introductory course opens to the student only two semester courses, 
while for further work a semester of vertebrate anatomy is necessary. 

Part of the significance of the amount of prerequisite work lies in 
the provision it makes for students who do not wish to be scientists, 
but who desire to elect more than an introductory course. A prere- 
quisite of two years is likely to deter a student who is not specializing 
in that department. 

Courses in physiology are variously distributed in the department 
of zoology, in the department of physiology and hj'^giene, which may 
or may not include the gymnasium work, and in a special department 
of physiology. At Vassar a year of advanced physiology is given 
^.'ithout prerequisites in the department of physiology and hygiene. 
Wellesley and Barnard each includes a course in the zoology depart- 
ment, the former requiring for admission the second year vertebrate 
anatomy course, the latter the introductory course. Radcliffe gives 
only a course in elementary anatomy and physiology. A special 
branch of the department.. of zoology at Mount Holyoke offers two 
years of physiology with a prerequisite of chemistry. Except at 
Radcliffe, all of the colleges require the freshmen to attend lectures 
upon hygiene. 

All of the colleges offer courses in embryology, cytology, histology, 
and theoretical zoology, besides the work on invertebrates and verte- 
brates. Variation is most noticeable in the courses which have prac- 
tical bearings. Of these there are two kinds, courses in natural 
41596°— 18 6 



80 CURRICULUM OF THE WOMAN 's COLLEGE. 

history, in which the student becomes familiar with the ecological 
aspect of zoology and learns how to collect her own material, and 
courses in the technique of preparation of microscopic material. 

Wellesley, Radcliffe, and Mount Holyoke offer a semester course on 
insects; Wellesley and Mount Holyoke offer also a semester on the 
natural history of animals and in addition include field work on the 
birds in their introductory course. Yassar and Barnard offer no 
natural-history work. Training in technique is specially provided 
for at Barnard and at Mount Holyoke. At the other three colleges 
work in microscopic technique is included in the laboratory exercises 
of other courses. The special provision has significance for those 
students who wish to do research work or teaching. 

In none of the colleges is the kind of application of the work to 
practical problems made as it is at Reed College, Portland, Oreg., 
where the students run the experiments of the State fish hatchery, 
assist in the city antifly campaign, supervise the biological books of 
the public library, accompany the State forester in the summer, and 
publish considerable scientific material. The work of Reed College 
points the way toward a possible useful expansion of the department 
of zoology in the college. 

An analysis of the teaching force shows the following percentages 
of the teachers to be of the grade instructor : At Vassar, 60 per cent ; 
at Wellesley, 50 per cent; at Radcliffe, 33 per cent; at Barnard, 60 
per cent; at Mount Holyoke, 62 per cent. At Radcliffe the courses 
are given to the greatest degree by teachers of professorial rank. 

Of the teachers the following percentages possess the doctor's 
degree : At Vassar, 40 per cent ; at Wellesley, 83 per cent ; at Radcliffe, 
66 per cent ; at Barnard, 60 per cent ; at Mount Holyoke, 37 per cent ; 
a comparison which shows Wellesley in the lead. 



At Vassar College zoology and botany are grouped in the same 
department, and though the courses are kept entirely separate, the 
cooperation is so close that one instructor teaches both subjects. 

At Vassar a year course of three hours called animal biology is 
made the foundation for further work. Either the entire course or 
the first semester of it is a prerequisite for advanced courses. Of the 
freshmen only those exempt from physics or chemistry may elect 
the zoology, which is designed for sophomores and juniors, but is 
open to seniors. The course deals with invertebrates and vertebrates 
both, the type forms being lobster and frog with unicellular forms for 
comparison. In the second semester special attention is given to. 
the comparative physiology of a representative series of animals, 
and the concluding lectures deal with the theory of organic evolu- 
tion. The work of either semester maj be tak^n independently. 



REQUIREMENTS FOR B. A. DEGREE. 81 

At the end of the first semester of the introductory course, the 
student is free to choose any other course in the department except 
cytology and special readings, the prerequisite of which is the entire 
introductory year course. 

The Avork offered covers the ground as follows : 

A year course of invertebrate zoology dealing with the morphology 
and classification of the various groups from protozoa to protochor- 
data. A small amount of field work is carried on in tliis course, con- 
sisting, when possible, of the collection of the material used in class. 
No other field work is done by the department. 

A course for a semester in embryolog}^ of the usual tjl>e, including 
study of the sex cells, fertilization in ascaris, cleavage, embryology of 
the fish, the frog, chick, and pig. 

A semester course of special readings of books or papers, the sub- 
ject for 1916 being recent work in heredity. 

A semester course in the comparative anatomy of vertebrates with 
the dissection and comparative study of six type vertebrates exclu- 
sive of the mammal, which is considered in the next course. 

A semester course in mammalian anatomy, devoted to dissection 
of the cat with a comparative study of representatives of the different 
orders of the mammalia. 

Cytology, a semester course dealing especially with the structure 
and biology of the cell, and with the acquisition of the technique of 
microscopic work. 

In quantity less work is done at Yassar in zoologA^ than at any of 
the other colleges used as the basis for comparison. 

WELLESLEY. 

At Wellesley the introductory course, called the biology of ani- 
mals, is a three-hour year course open only to freshmen and sopho- 
mores. The course deals largely with the study of a series of types 
of invertebrates, no other work on invertebrates except the insect 
course being given in the department. The lectures follow closely the 
laboratory work which deals with the material in the following 
order: Frog, with reference at as many points as possible to the 
human bodv ; bird in comparison with frog and as a study in adapta- 
tion, protozoa, coelenterates, flatworms, annelids, echinoderma, mol- 
luscs, arthropods. Lectures on evolution begin in the second semester 
and field work on birds after the Easter vacation. Bird talks are also 
given to the students. 

Not only is the introductory course required for some of the ad- 
vanced work in the department, but the student must have completed 
or be taking the course in vertebrate zoology in order to elect any 



82 CUERICULUM OF THE WOMAN 's COLLEGE. 

more work. Vertebrate zoology is a three-hour year course dealing 
with a comparative studj'^ of vertebrate types, including the mammal, 
on which no separate course is given. The following types are 
studied : Dogfish, mud puppy, turtle, and cat. 

The Grade III courses open to the students who have fulfilled the 
requirements of the preceding work are tis follows : 

Natural history of animals, dealing with the ecological aspect of zoology, 
three-hour semester course. 

Insects, recommended with the natural-history course for those intending to 
teach, three-hour semester course. 

Embryology and cell structure, a course the first half of which is devoted to 
histology, the second half to embryology, three-hour year course. 

Physiology, dealing with experimental and theoretical questions in human 
physiology, three-hour year course. 

Anatomy, a Grade II course, is open only to first-year special students in the 
department of hygiene, and deals especially with the dissection of the cat and 
with the elements of histology. 

BAKNARD. 

The introductory course at Barnard is called " General biology 
and General zoolog3^" It is a full-year course counting eight points 
and is open to sophomores, juniors, and seniors. The first eight 
weeks are devoted to general principles of animal life illustrated by 
laboratory work on invertebrates. The second eight weeks are spent 
studying invertebrates by the type method, working to a knowledge 
of metazoa through cell association. Insects are used as a basis for 
comparative embryology. Comparative anatomy is studied on the 
basis of evolution. The first semester deals with biological prin- 
ciples and invertebrate zoology. 

The second semester takes the students from chordates to man. The 
principles of evolution are formally treated in lecture and in labora- 
tory work as follows : 

First stage — amphioxus ; studies for cephalization and differentiation. Com- 
pared with man. 

Second stage — dogfish ; every system interpreted with reference to amphi- 
oxus. 

Third stage — rabbit ; each system carried up through to human. 

The lectures develop the principles of evolution, bringing together 
the material of the second term and utilizing that of the first. Lan- 
tern slides are used in the lectures. 

Completion of the first semester of the introductory course admits 
the student to a semester course of histology, which is an amplifica- 
tion of the elementary course. Completion of the entire introductory 
course admits the student to the following courses : 

Embryology, one semester ; an amplification of the first course. 
Biology and vital relations of the human organism ; a year course for 
students who do not wish the solid work of the advanced course of genera] 



REQUIREMENTS FOR B. A. DEGREE. 83 

zoologj'. It deals with the anatomy and physiology of the human type in com- 
parison with other organisms ; embryology ;" heredity ; genetics. 

Practical zoology and embryology, a year course for students desiring prac- 
tice and the preparation and mounting of zoological, histological, and embryo- 
logical materials for microscopic examination. 

General physiology, a year course, which deals with the general principles 
of animal physiology. 

For students who have completed the entire introductory course 
and the semester course of embryology, an advanced course called 
general zoology is open. This course deals with invertebrates and 
vertebrates, and is based on the textbook Parker and Haswell. 

EADCLIFFE. 

The introductory course, a half course, at Radcliffe, deals more 
with the general principles of zoology than does that of Vassar or 
Wellesle3^ It includes briefly historical, structural, and ecological 
considerations of zoology. 

The laboratory exercises consist of a study of material to illus- 
trate the topics treated in the lectures supplemented by museum and 
field work. A fairly full study is made of a protozoan, a coelenterate, 
a worm, a crustacean, and a vertebrate. The other phyla are repre- 
sented by forms that are studied without dissection and almost en- 
tirely externally. 

The next course which is open to students who have taken an ele- 
mentary course in zoology, botany, or physiology, is a half course 
called genetics and eugenics. It has no laboratory work, but is con- 
ducted by lectures, reading, and conferences. The course treats of 
the reproduction of animals, the origin of new races, the influence 
of heredity and of environment ; applications to animal breeding 
and human society. 

In these two earl}' courses, then, the principles and philosoi^h}' of 
zoologj' are presented to the student as the basis for further work. 

Completion of the first course admits the student to a half course 
in the comparative anatomy of vertebrates, which deals especially 
with the progressive modification in the structure of the organs from 
the lower to the higher vertebrates; and to a half course on the 
morphology, classification, and habits of insects. 

Students who have completed the course in comparative anatomy 
may elect a half course of general histologj^ which is preparatory 
to the following courses in embrj'^ology and cytolog}' : 

Embryology of vertebrates ; a half course of organogeny, dealing with the 
formation of various organs and their relation to the germ layers. 

Cytology with special reference to heredity. 

The structure and function of sense organs, dealing with the anatomy and 
physiologj' of the chief classes of sense organs considered mainly from the 
standpoint of their evolution. 



84 CUKKICULUM OF THE WOMAIST^S COLLEGE. 

Experimental morphology, which deals with the form-determining factors in 
development and growth through a study of the embryo as a dynamic system 
whose energies are continually manifested in change of form. The nature of 
tlie organization of embryo and adult is considered in the light of researches 
in experimental embryology and regeneration. 

For students who are competent to carry on original investigation, 
the opportunity of pursuing investigations under the guidance of 
instructors is as follows: Embryology; cytology, with special ref- 
erence to heredity; the structural and functional basis of animal re- 
actions; comparative anatomy of vertebrates; experimental morph- 
ology. 

MOUNT HOLYOKE. 

At Mount Holyoke a course in general zoology is given, the first 
semester of which is termed an introductory course and is devoted 
to work upon representatives of a few of the more important in- 
vertebrate groups. The course begins at once with microscopic work 
upon the protozoa. Completion of this half course admits a student 
to the second half year of general zoology, which is devoted to ver- 
tebrate and invertebrate types both; to a semester course on the 
natural history of insects and parasites; and to a natural history 
course of one semester dealing with vertebrates. 

If the student completes the full year of general zoology, she may 
elect a semester course called comparative anatomy of vertebrates, 
in which the study of the cat as a typical mammal is emphasized. 

The three half courses mentioned are prerequisite to the following 
semester courses : 

Osteology, a comparative study of vertebrate skeletons, including the prepara- 
tion of the bones of one mammal. 

Neurology, a course in the histology of the central nervous system and sense 
organs. 

Theoretical biology, the history of the development of modern biology and a 
discussion of the philosophical side of the subject. 

Completion of the semester course of comparative anatomy of 
vertebrates entitles the student to elect the following semester 
courses : 

Embryology, dealing with different types in the development of the chick 
and mammal. 

Histology and microscopic technique. 

Cellular biology, the study of pond life with special emphasis upon protozoa ; 
the structure of the cell ; developmental and nondevelopmental phenomena. 

A separate division of the zoology department offers two three- 
hour year courses in physiology. The first, general physiology, is 
open to sophomores who have a knowledge of chemistry, and deals 
with the activities of the human organism. The second, called also 
general physiology, is a more advanced course. 



EBQUIEEMENTS FOR B. A. DEGREE. 



85 



HISTORY. 



The introduction of history into the curriculum of the woman's 
college came in general rather later and less unchallenged than did 
the English or the biology. Vassar had no department of history 
until 1887, though the established curriculum of 1873-74 offered to 
seniors a semester of lectures on modern history. The introduction 
of five history courses in 1887 was part of the general rejuvenation 
of the college at that time. Wellesley, in its first curriculum, 1875, 
offered a course each in history, medieval history, and modern his- 
tory. Radcliffe's first curriculum of 1879 showed five courses in 
history. Barnard, in 1895, introduced its exchange system of pro- 
fessors through the provision for a demand for history and economics 
which warranted such a system. Mount Holyoke's first college cur- 
riculum of 1888 showed a well-developed history department. The 
figures of Dealey^ show that the department of history now occu- 
pies nearly as important a place in the curriculum as an elective of 
the students as does the department of English. 

The growth of the courses in government has led to a separation 
of them into a distinct department of political science at Vassar, of 
government at Eadcliffe, and of politics at Barnard. At Wellesley 
three hours and at Mount Holyoke seven and a half hours of govern- 
ment are included in the department of history, raising thereby the 
total number of courses given by the department. 

At Vassar, Barnard, and Mount Holyoke three hours of history 
are prescribed. At these colleges the prescribed work, and at Wel- 
lesley three hours of introductory work, are required for later elec- 
tion. At Radcliffe, to be admitted to advanced courses, the students 
must satisfy the instructor that they have had sufficient preparation 
in history. 

Courses and instructors in history. 





Vassar. 


Wellesley. 


Radcliflfe. 


Barnard. 


Mount 
Holyoke. 




7 (3-hour) 

10 (3-hour) 
1 (2-hour) 
37 
7 
2 
2 
2 
1 
7 


9 (3-hour) 
2 (1-hour) 
4 (3-hour) 

35 

7 
1 
3 

3 
4 


10 

u 

45i 
14 

7 



3 

4 

9 


7 (e-point) 

3 (4-point) 

1 (2-point) 

1 (3-point) 

29i 

8 

4 

1 



3 

6 


4 (3-hour) 




10 (3-hour) 


Hours ... 


27 


Teachers 


5 


Professors 


1 


Associate professors 


3 


Assistant professors 





Instructors 


1 




6 







Although all of the colleges agree upon European history for the 
material of the introductory course, Wellesley alone offering an 
alternative of English history,, the periods of European history with 

^Dealey, H. L. Comparative Study of the Curricula, p. 355. 



86 



CUREICULUM OF THE WOMAN S COLLEGE. 



which the courses deal, differ. Vassar includes from the ninth cen- 
tury until the present; Wellesley from the fifth century to 1648; 
Eadcliffe from the fall of the Eoman Empire to the present time; 
Barnard selects certain epochs for their social significance; and 
Mount Holyoke covers the period from the beginning of the Roman 
Empire to the thirteenth century. 

Except at Vassar and at Eadcliffe, the introductory courses are 
conducted largely by lectures and collateral reading. At Vassar a 
greater emphasis is laid on discussion. At Eadcliffe the student's 
work is tested by weekly papers and discussions, and by individual 
conference with assistants. The system of conferences with the indi- 
vidual student has become an important part of the teaching of his- 
tory in all of the colleges. 

The following table shows the distribution of hours among the 
subjects covered by the history departments of the five colleges: 



Distribution of Tiours in history. 





Vassar. 


Wellesley. 


RadelifEe. 


Barnard. 


Mount 
Holyoke. 


English 


6 
12 

4 
4i 


9 

14 
6 
3 


6 

13J 

'f 

11 


3 

17 
4 
5J 


g 


European 


American ... 


3 


Ancient 




Technique 




Other classes (unclassified, including Gov- 
ernment courses) 


13 




»7i 








Total 


37 


35 


45J 


29i 


27 







1 Government. 



Among all the colleges European history takes the first place in 
the number of hours allotted to it. At Barnard the proportion of 
hours given to it is the most extreme. American and English his- 
tory are close rivals for the second jjlace. American leads at Vassar 
and at Eadcliffe, the latter giving to American history propor- 
tionately and actually more hours than any of the other colleges. 
Mount Holyoke, on the other hand, gives much more attention to 
English than to American history. 

All of the colleges, including Mount Holyoke, except in 1915-16, 
devote three hours to the study of ancient history, a proportion of 
time which seems rather small in consideration of the fact that as 
in literature comparatively few students gain much first-hand 
knowledge from the classics. High-school training is likely to prove 
somewhat inadequate. Barnard allows five and one-half hours to 
ancient history. 

The group of unclassified courses includes, besides the government 
at Wellesley and Mount Holyoke, Vassar's eastern courses, and 
Eadcliffe's economic and medieval history. Only Vassar and Ead- 



REQUIREMENTS FOR E. A. DEGREE. 87 

cliffe attempt courses of pure technique which deal with tlie use of 
liistoric material. 

It is interesting to note that no provision for the interpretation 
of the present European war except as is incidental to other courses 
is made in any of the colleges except at Welleslej' and Barnard. 
At Wellesley a one-hour year course called "International politics" 
aims to give a general view of the international conditions since the 
close of the Bismarck period, with especial reference to the present 
relations of Europe, America, and Asia. 

At Barnard the modern disturbance is attacked even more directl}'^ 
by a course three hours for the year of Contemporary European 
history, based largely upon current news. 

In the analysis of the teaching force of a department, the number 
of teachers apportioned to the total amount of work offered is of 
some significance in judging the degree of specialization which the 
individual teacher can bring to his work. The following list per- 
mits a quick comparison : 

Teachers. Tlours. 

Vassar 7 37 

Wellesley 7 35 

Radeliffe 14 45* 

Barnard 8 29J 

Mount Holyoke 5 27 

Radeliffe and Barnard have the largest number of teachers in 
projDortion to the hours of teaching. 

The following percentages of the teachers of history are of the 
grade instructor : At Vassar, 14 per cent ; at Wellesley, 42 per cent ; 
at Radeliffe, 28 per cent; at Barnard, 37 per cent; at Mount Holyoke, 
20 per cent. 

At Vassar and Mount Holyoke, thus, the work is largely in the 
hands of teachers of professorial rank; at AVellesley the work is in 
the hands of instructors to a much greater extent. 

The following percentages of the teachers possess the doctor's 
degree : At Vassar, 100 per cent, at Wellesley, 57 per cent ; at 
Radeliffe, 64 per cent; at Barnard, 75 per cent; at Mount Holyoke, 
100 per cent. At Vassar and Mount Holyoke, then, the department 
of history contains only teachers who possess the doctor's degree. 
The percentage is high at Barnard; at Radeliffe and at AVellesley 
still more, it drops somewhat. The percentage is interestingly high, 
however, attesting to a certain importance which the degree plays 
in this department. 

VASSAR, 

The colleges requiring history are Vassar. Barnard, and Mount 
Holyoke. In these colleges the required course conforms rather 



88 CURRICULUM OF THE WOMAN S COLLEGE. 

closely in content to the introductory courses of the other two col- 
leges, Eadcliffe, and Wellesley. 

At Vassar, the required course, a 3-hour year course, may be 
taken either in freshman or sophomore year. The course is a gen- 
eral outline of the development of Western Europe from the ninth 
century to the present time, including a study of the principal in- 
stitutions of the Middle Ages, the Renaissance, the Reformation, 
religious and political wars, and the development of modern states. 
Emphasis is laid upon training the student to use library facilities. 
The work is conducted by means of textbooks, library references, 
class discussions, and conferences. The following electives are open 
to students who have completed the general course : 

Courses dealing especially with the history of England: 

English political history, covering the mediaeval and the modern history of 
England ; 3-hour year course. 

(Advanced courses with prerequisite of one year of elective work.) 

The history of England in the eighteenth century, a continuation of the pre- 
ceding course; 3-hour semester course. 

The modern British constitution, a sequal to the above course, dealing with 
a study of the government and public institutions of Great Britain ; 3-hour 
semester course. 

Courses dealing with European history: 

General European history, the required course ; 3-hour year course. 

The French Revolution, treating of the intellectual, economic, and political 
aspects of the revolutionary era ; 3-hour year course. 

(Advanced courses with prerequisite of one year of elective work.) 

Nineteenth century history, the history of Europe from the year 1815 ; 3-hour 
year course. 

The Renaissance, the period from 1250 to 1500, with special reference to 
Italy; 3-hour semester course. 

The Reformation, covering efforts toward reform before 1500, and the rela- 
tion of the individual to the state and to the church; 3-hour semester course. 

Courses dealing with American history: 

American history, devoted to the stages of development of the country and 
to a study of the evolution of the government ; 3-hour year course. 

(Advanced courses with prerequisite of one year of elective work.) 

History of the United States since 1850, a course which centers about the 
Civil War, dealing with problems which culminate in it, and those which mark 
the period of reconstruction ; 3-hour year course. 

The literature of American history, a course which aims to show the value 
of contemporary literature as an historical source ; 3-hour semester course. 

Courses dealing with the East and modern Russia: 

The Far East, concerned especially with India, Japan, and China In the nine- 
teenth and twentieth centuries ; 3-hour semester course. 

The Near East, the history of Turkey and the Balkans in the nineteenth 
century; 3-hour semester course. 

Modern Russia, dealing with the political, social, and economic conditions 
in Russia during the modern period ; 3-hour semester course. 

Courses dealing mth ancient history: 

Ancient history, devoted to the period from the early Aegean civilization 
through the establishment of the Roman Empire; 3-hour year course. 



REQUIREMENTS FOR B. A. DEGREE. 89 

Technique courses: 

Periodical literature, dealing with the use of journalistic literature in the 
study and writing of history ; 2-hour semester course. 

(Advanced course with prerequisite of one year of elective work.) 

Historical geography, dealing Avith the relation of the geographic conditions 
in Europe and America to the political history of these countries ; 3-hour sem- 
ester course. 

(Prerequisite at least three elective courses.) 

The nature and treatment of historical material, a course which is intended 
to equip teachers of history and graduate students ; 3-liour semester course. 

WELLEBI.EY 

At Wellesley two semester courses and one year course are pre- 
requisite to later election. The tAvo semester courses cover the po- 
litical history of England from 1485 to the present time. The year 
course covers the history of western Euroj^e from the fifth centuiy 
to the Treaties of Westphalia. The courses aim to train students in 
methods of historical work. Thus, at Wellesloy the introductory 
work includes that of Vassar, with a special emphasis on English 
history. Further electives are as follows : 

Courses dealing especially with the history of England: 

Political history of England to 1485 ; 3-hour semester course. 

Political history of England from 1485 to the present time ; 3-hour semester 
course. 

Constitutional history of England to 1399, dealing with the development of 
English constitutional government ; 3-hour semester course. 

Constitutional history of England from 1399 to the present time, a continua- 
tion of the preceding course ; 3-hour semester course. 

England under the Tudors and Stuarts, dealing with the religious and con- 
stitutional struggles of the sixteenth and seventeenth centuries ; 3-hour year 
course. 

Courses dealing with European history: 

Introductory course ; 3-hour year course. 

History of the French Revolution, with the influence on the subsequent his- 
tory of European countries ; 3-l)our year course. 

International politics, including a general view of international conditions 
since the close of the Bismarck period with especial reference to the present 
relations of Europe, America, and Asia ; 1-hour year course. 

Diplomatic history of Europe since 1740, including a review of the century 
preceding; 3-hour year course. 

Europe in the sixteenth century, a study of the great movements and per- 
sonalities of the period ; 3-hour year course. 

Geography of European history, a study of the connection between events 
and localities : 1-hour year course. 

Courses dealing especially with the history of America: 

American history, dealing in the first semester with the age of discovery 
and conquest, in the second semester with the American Revolution ; 3-hour 
year course. 

History of the United States from 1787, a study of tlie formation and de- 
velopment of the Constitution of the United States ; 3-hour year course. 



90 CURRICULUM OF THE WOMAN" 's COLLEGE. 

Constitutional government, a course dealing with the American political 
system. In other colleges a course usually given in the department of gov- 
ernment ; 3-hour year course. 

Ancient-history cou7'ses: One 3-hour year course. 

A course called the history of Rome offers a general survey of 
Eoman history through the reign of Diocletian. The same amount 
of time is given to ancient history at Wellesley as at Vassar. 

There are no special courses in historical technique. 

KADCLIFFE. 

While Eadcliffe offers an introductory course, it neither requires it 
for a degree nor demands it for admission to advanced courses. In 
history, as in the other departments, to elect advanced work the stu- 
dents must satisfy the instructor that they have had sufficient previous 
training. An interesting correlation between departments is shown 
in the fact that for three courses work in government will be accepted 
as a suitable preparation, and for two courses an approved course in 
Greek or Latin will be accepted. Even the research courses are 
announced as usually limited to graduate students. 

The introductory course, a 3 -hour year course, deals with Euro- 
pean history from the fall of the Roman empire to the present time, 
offering a general survey of the development of mediaeval and modern 
Europe. 

Two full courses which deal especially with English history are 
offered : 

Constitutional history of England to the sixteenth century, intended to ex- 
plain the origin and earlier development of the constitution of English govern- 
ment. 

History of England from 1688 to the present, a course which centers about 
political and parliamentary history. 

Six courses dealing with European history are offered: 

The introductory course ; 3-hour year course. 

History of Continental Europe since 1815, and European expansion in the 
nineteenth century, the two half courses covering the period of the development 
of constitutional government, the national movement, and world-wide expan- 
sion ; 3-hour semester courses. 

The age of the Renaissance in Europe, presenting the fourteenth and fifteenth 
centuries as a period of transition and emphasizing the history of Italy ; 3-hour 
year course. 

European industry and commerce in the nineteenth century, a course in eco- 
nomics which deals with the economic history of western Europe since the 
industrial revolution, emphasizing phases related to the economic history of 
the United States ; 3-hour semester course. 

Economic history of Europe to the middle of the eighteenth century, a course 
in economics which deals from the genetic point of view with the development 
of economic institutions and of the teachings of economic historians with the 
comparative development of typical industries both in Europe and the United 
States ; 3-hour year course. 



REQUIREMENTS FOR B. A. DEGREE. 91 

Seven courses dealing with American history: 

American history : The formation of the Union, 1760-1829. A course spent 
on important ix)iuts in tlie constitutional, political, and economic development 
of the people ; 3-hour semester course. 

American history : The development of the Nation, 1830 to the present time, 
emphasizing the same phases of development from the presidency of Jackson 
to the present ; 3-hour semester course. 

American history to 1760, dealing with the history, institutions and economic 
and social life of the English colonies ; 3-hour semester course. 

The history of the West, 1840-1915, dealing with the causes and process of 
western migration, and with the occupation of the provinces of the United 
States; 3-hour semester course. 

Latin America, a general view of its history and the diplomatic and economic 
problems of the present day of the chief Latin-American countries ; 3-hour 
semester course. 

Economic and financial history of the United States, dealing with important 
topics related to American finance ; 3-hour semester course. 

Manuscript materials of American history, a course intended to locate and 
describe the manuscript sources of American history and to develop their 
values ; 3-hour half course through year. 

One course in ancient history : 

History of Rome to the reign of Diocletian, a general course on the place of 
Greece and Rome in the world's history ; 3-hour year course. 

One course in technique : 

Historical bibliography and criticism, an account of the materials for his- 
torical research, methods of research, and discussion of principles of historical 
criticism and interpretation ; half course through the year. 

In addition Radcliffe offers four courses listed in the table as un- 
classified : 

History of religion, the beginnings of Christianity ; 3-hour year course. 
Topics In the economic history of the nineteenth century, 2-hour year course. 
Medifeval institutions, a course of x'esearch. 
Economic history, a course of research. 



At Barnard the prescribed work, as at Vassar, deals with the his- 
tory of Europe. It treats epochs of European history, with special 
reference to forms of government and changes in social conditions. 
The course is 6-point for the year, and is prerequisite to all other 
courses. 

Little emphasis is laid on special English history, but one course 
being given and that one with special reference to the history of 
Continental Europe (6-point year course). 

Courses dealing with European history are as follows: 

Modern European history with special reference to the development of 
France; 4-point year course. 



92 CUERICULUM OF THE WOMAN ^S COLLEGE. 

Contemporary European history, based largely upon current news ; 6-point 
year course. 

The history of the intellectual eras in Europe ; 6-point year course. 
European social history ; 6-point year course. 
The expansion of Europe ; 6-point year course. 

Courses dealing with American history are as follows : 

History of the United States to the close of the Reconstruction ; 4-point year 
course. 

History of the United States since 1870 with special reference to economic 
and social conditions ; 4-point year course. 

In ancient history the following courses are offered : 

The Roman Empire ; 6-point year course. 

History of Greece to the end of the war with Persia ; 3-point semester course. 

Greek and Roman theories of life and conduct ; 2-point semester course. 

MOUNT HOLYOKE. 

At Mount Holyoke six semester hours of history are required. 
Three of these hours must be taken in a prescribed course, which, 
like the introductory courses of the other colleges, deals with the 
history of mediaeval Europe. At Mount Holyoke, however, the 
course covers the period from the beginning of the Roman Empire 
to the thirteenth century. It is a 3-hour year course. 

The history of England is dealt with in the following courses: 

The history of England to 1216 ; 3-hour semester course. 

The history of England from the reign of Henry III to the period of the 
Tudors ; 3-hour semester course. 

Early English history. Advanced course, dealing with some phase of 
economic or legal history before the reign of Edward III ; 3-hour year course. 

English economic history from the fourteenth century to the Industrial 
Revolution ; 3-hour semester course. 

The history of Europe is dealt with in the following courses : 

The history of Europe from the beginnings of the Renaissance to the Luth- 
eran Reformation; 3-hour semester course. 

The history of Europe from the Lutheran Reformation through the eighteenth 
century ; 3-hoiir semester course. 

The history of Europe during the nineteenth century (prerequisite the two 
preceding courses) ; 3-hour year course. 

The courses dealing with American history are: 

The constitutional and economic history of the American Colonies ; 3-hour 
semester course. 

The political and. constitutional history of the United States ; 3-hour semester 
course. 

Four courses dealing with government are as follows : 

The history of political theory, ancient to medi£eval ; 3-hour semester course. 

The history of political theory, modern ; 3-hour semester course. 

International law ; 3-hour semester course. 

Modern governments; 3-hour year course. 

The two semester courses in ancient history are omitted in 1916-16. 



REQUIREMENTS FOB B. A. DEGREE. 93 

GERMAN. 

Courses in the modern languages have held undisputed place in 
every curriculum of the woman's college throughout its history. 
"The only living tongues admitted to the curriculum," says Presi- 
dent Raymond, and other presidents apparently agree with him, 
" are the French and German." The group, first including only 
French and German, later embraced Spanish and Italian, and now at 
Radcliffe introduces the study of Russian and of Portuguese. 

The necessity of offering introductory courses suited to students 
of different degrees of preparation complicates the beginning work 
and apparently increases the size of the department of German. All 
of the colleges make allowance for the students who have studied 
no German, and for students who have passed bj?- examinations the 
different units of admission requirement. It is questionable whether 
the content of an elementary course in a modern language can be col- 
lege material, or should be credited as such. Almost any other ele- 
mentary course maj^ make greater demands upon the intellect than 
an elementary course in a language. Such courses might be offered 
to students without preparation, but need not count for credit. 

Be3'^ond the introductory courses, dealing with language, the ad- 
vanced courses include two kinds: Those devoted to practice in 
speaking and writing German, and those bearing on an intensive 
study of the phases of the language, Old High German, Middle High 
German, and history of the German language. Except for Rad- 
cliffe, which with its graduate courses natural!}^ offers the most 
hours, the other four colleges offer very nearly the same number of 
hours of w'ork devoted to the German language. Of courses which 
are more distinctly literarj^ Barnard takes the lead b^^ five and one- 
half hours, and is only one and one-half hours behind Radcliffe, 
which has its graduate courses. An examination of the literature 
courses with reference to the completeness of the period basis shows 
that at Vassar, Wellesley, Barnard, and Mount Holyoke, except 
in outline courses, the work deals almost entirely with nineteenth 
century, romantic, or contemporary literature. At Radcliffe the 
periods from the twelfth century to the twentieth are covered. 

The study of Goethe occupies a prominent place in the German 
curriculum. At all of the colleges, except Radcliffe, from three to 
five hours, besides parts of other courses, are devoted entirely to 
Goethe. At Radcliffe, Goethe appears only in a course of compara- 
tive literature in which Faust is used as the basis of a study of 
kindred dramas in European literature. 

The practical tendencies of the German courses are partly indi- 
cated by the stress laid on training in oral German. Vassar states 
that all of the courses in the department are conducted in German. 



94 



CUREICULUM OF THE WOMAN S COLLEGE. 



In addition, it gives two courses in German conversation, one of 
v^liich counts tov^^ard the degree. At Wellesley, except in a philology 
course not given in 1915-16, the language of the classroom in all 
courses is German. A course called "studies in modern German 
idiom " offers special vocabulary training. At Radcliffe, the courses 
are conducted in English, mainly in German, or entirely in German, 
according to the course. Two semester courses are given to practice 
in speaking and writing German. At Barnard, as at Radcliffe, there 
is no universal use of German in the courses. An intermediate prac- 
tice course, all in German, and an advanced colloquial practice course 
are offered for training in conversation. 

Mount Holyoke offers a year of oral German to seniors who wish 
to be recommended to teach German. Furthermore, a course in the 
teaching of German is offered in the department of education. These 
two courses are the only recognition in any of the five colleges of the 
vocational application of the subject. 

An analysis of the teaching force brings out the fact that for the 
number of hours offered, the work, except at Barnard, is carried by 
comparatively few teachers. Barnard leads in the ratio of the num- 
ber of teachers to the number of hours taught. 

The percentages of the teachers of the grade instructor are: 
Vassar, 50 per cent; Wellesley, 33^ per cent; Radcliffe, 83 per cent; 
Barnard, 44 per cent; Mount Holyoke, 25 per cent. At Radcliffe 
the proportion of instructors on the teaching staff is largest, and at 
Mount Holyoke, smallest. 

The percentages of teachers with the doctor's degree are : Vassar, 
66f per cent ; Wellesley, 33^ per cent ; Radcliffe, 66f per cent ; Bar- 
nard, 77 per cent; Mount Holyoke, 50 per cent. Barnard has the 
largest proportion of teachers with doctorates, and Wellesley has the 
smallest. 

Courses and instructors in German. 





Vassar. 


Wellesley. 


Radcliffe. 


Barnard. 


Mount Holyoke. 


Year courses 


5 (3-hour) 

1 (2-hour) 

2 (1-hour) 

1 (0-hour) 
5 (3-hour) 

2 (2-hour) 


2 (3-hour) 

3 (2-hour) 

4 (1-houi-) 


9 (3-hour) 


7 (6-point) 
1 (6 or 4 point) 
4 (4-pouit) 
1 (2-point) 
6 (2-point) 


6 (3-hour) 

1 (3 or 2 hour) 

2 (2-hour) 
2 (1-hour) 

2 (3 or 2 hour) 












Semester courses 


7 (3-hour) 
3 (2-hour) 


9 (3-hour) 
6 (2-hour) 








Total hours 


28i 


29i 


46^ 


36 or 35 


30 or 28 




Teachers 


6 

1 

1 

1 

3 

4 
14 
14i 


5 
1 
3 

2 
2 
12 

\n 


6 



1 



5 

4 
22 
24J 


9 
5 


4 

13 or 12 
23 


4 
1 
2 

1 
2 
14 or 13 
16 or 15 


Professors 


Associate professors 

Assistant professors 

Instructors 


Doctors' degrees 


Hours for language 

Hours for literature 



BEQUIREMENTS FOR B. A, DEGREE. 95 



Of the modern language departments, German is chosen because 
of its size and importance in the college curriculum. In the five 
colleges, the German departments not only offer more courses than 
any of the other modern language departments, Mount Holyoke 
excepted, where an equal number is offered in French, but they are 
outnumbered in courses by only a few other departments in the 
colleges. 

The language and the literature courses in German are so much 
more closely correlated than in English that it is impossible to draw 
a distinct line of demarcation between them, nearly all of the com- 
position courses including the study of literature. The following 
separation is based on the kind of work which predominates in the 
course. 

At Vassar the modern language requirement may be passed off if 
the student can satisfy the department of her ability to read and 
pronounce the language. No course therefore can be said to be re- 
quired of the students. The department offers two introductory 
courses, one, an introduction to literature to students who have 
offered German at entrance, and the other a course in which students 
may begin the study of German. The latter course is continued a 
second j'ear. 

Beyond these introductory courses the language work offered is as 
follows : 

Middle high German, a three-hour course for a year, of which one hour is 
spent on the German literature of the Middle Ages, and two hours on the 
language. 

Advanced German and composition ; purely a language course. One-hour 
year course. 

German conversation. Two years of conversation are offered, the first count- 
ing as one hour, the second not to be counted toward a degree. These special 
courses, in addition to the fact that all courses in the department are con- 
ducted in German, give the student a working knowledge of the language. 

Of courses predominately literary, the following are offered : 

Introduction to the classical literature of the eighteenth century, dealing 
with the works of Lessing, Schiller, and Goethe ; 3-hour year course. 

Goethe, his life and works ; 3-hour semester course. 

Goethe's Faust ; 3-hour semester course. 

Critical and aesthetic writings of the classical period ; 3-hour semester course. 

German literature in the first half of the nineteenth century ; 3-hour semester 
course. 

The German novel of the nineteenth century ; 2-hour year course. 

German romanticism ; 3-hour semester course. 

Modern German drama ; 2-hour .semester course. 

Contemporary German drama ; 2-hour semester course. 

Arranged by periods, a large proportion of the above literature 
work is included within the nineteenth century or at either border 
41596°— 18 7 



96 CURRICULUM OF THE WOMAN S COLLEGE. 

of it. The greatest stress is laid on the study of Goethe, two courses 
and part of a third being devoted to it. 

WELLESLET. 

At Wellesley the requirement of a language unless a third lan- 
guage has been presented at admission makes the courses of the Ger- 
man department, as at Vassar, practically all elective. Three ele- 
mentary courses are offered, one for beginners, one for the students 
who have fulfilled the 2-point admission requirement, and one cover- 
ing the 3-point admission requirement. Following these three 
Grade I courses of language are two Grade II courses, one in gram- 
mar and composition, the other in German idiom; one Grade III 
course on the history of the German language, and one Grade III 
course of grammar and phonetics. 

The literature courses may be grouped as follows : 

A Grade I introductory course, called Outline history of German literature; 
a 2-hour year course. 

Two Grade II courses, called history of German literature; each 2-hour 
semester courses. 

A Grade II course, Goethe's life and works; 3-hour semester course. 

Two Grade III courses, Goethe's Faust ; each 3-hour semester course. 

A Grade II course and a Grade III course on Schiller, each a 3-hour semester 
course. 

A Grade II course on German lyrics and ballads ; 1-hour year course. 

Grade III courses on : Nineteenth century drama ; 3-hour seme.ster course. 
The German novel ; 2-hour year course. The German romantic school ; 3-hour 
semester course. 

Aside from the one year and two semester courses in the history 
of German literature, the stress at Wellesley is upon the romantic 
period, upon Goethe, and slightly upon the nineteenth century. 

KADCLIFFE. 

At Eadcliffe College unless both German and French are pre- 
sented for admission, either German or French must be taken in the 
freshman year. As at Vassar and at Wellesley, the introductory 
courses are designed to fit the needs of beginners and of students who 
passed in elementary German for admission. Four courses, one 
counting as two courses, are offered to meet the varied preparations 
or the students. 

Beyond these language courses, a half course in speaking and writ- 
ing German is offered especially for those who wish to become 
teachers of German. 

Four advanced language courses are offered, a half course in Ger- 
man grammar and in writing German, a half course in Old High 
German, a half course in the history of the German language, and a 
half course in Gothic, an introduction to the study of German 
philology. 



REQUIREMENTS FOR B. A. DEGREE. 97 

The literature courses cover the following periods : 

German literature in the twelfth and thirteenth centuries ; 3-hour year course. 

German religious sculpture in the Middle Ages ; 2-hour semester course. 

The German religious drama of the fifteenth century ; 2-hour semester course. 

German literature in the sixteenth century and its relation to English litera- 
ture; 2-hour semester course. 

Introduction to German literature of the eighteenth and nineteenth centuries ; 
3-hour year course. 

German literature of the classic period, of the eighteenth century ; 3-hour year 
course. 

German literature in the first half of the nineteenth century ; 3-hour semester 
course. 

German literature in the second half of the nineteenth century; 3-hour 
semester course. 

Courses devoted to special writers are ; 

Schiller ; 3-hour year course. 

Goethe's Faust with a study of kindred dramas in European literature; 
3-hour semester course. 

Heine's life and works, including his relations to the romantic school and 
young Germany ; 3-hour semester course. 

Modern German lyrics — Heine's poems ; and selections from German folk- 
songs ; 3-hour semester course. 

The dramatic works of Grillparzer, considered in their relation to European 
literature ; 2-hour semester course. 

In addition, a seminary course is devoted to studies in the development of 
German poetic style. 



Under the new requirements in modern languages at Barnard, no 
German courses are now prescribed. Before the senior year all, 
except students of Greek, must, however, satisfy the departments of 
Romance languages and Germanic language that they have a working 
knowledge of French and German. Certain courses are recom- 
mended to give the proficiency required. 

As at the other colleges, the introductory courses are planned to 
meet the needs of the students offering different degrees of prepara- 
tion. The first three courses consist of grammar, composition, and 
reading; the fourth of selected dramas of Lessing, Goethe, and 
Schiller. 

Beyond these courses, the electives in language are as follows : 

Intermediate practice course, a conversation and theme course entirely in 
German ; 4 or 6 point course. 

Colloquial practice, an advanced discussion course; 2-point year course. 
History of the German language; 2-point semester course. 
The German of to-day ; 2-point semester course. 

The last two courses are given at Columbia and are open to 
properly qualified seniors. 



98 



CUKKICULUM OP THE WOMAN S COLLEGE. 



The literature courses which deal with periods are as follows : 

History of German literature from the earliest times to the nineteenth 
century ; 4-point year course. 

Middle High German literature ; 6-point year course. 

German literature from 1796 to 1871 ; 2-point semester course. 

Selected dramas of the nineteenth century ; 4-point year course. 

Romantic fiction and poetry ; 6-point year course. 

Modern German prose; 6-point year course. 

Contemporary German literature; 2-point semester course. 

Only one course of this group, Middle High German, deals entirely 
with literature predating that of the nineteenth century. 
Courses devoted to special writers are as follows : 

Schiller; 6-point year course. 

Goethe's Faust ; 4-point year course. * 

Heinrich von Kleist ; 2-point semester course. 

Myth and legend in the works of Richard Wagner ; 2-point semester course. 

MOUNT HOLYOKE. 

At Mount Holyoke six semester hours of Greek, French, or Ger- 
man are required for the degree. Three introductory courses, the 
first for beginners, the other two for those students who have covered 
the entrance requirement, are offered. These are followed by lan- 
guage course of : Middle High German grammar and readings, 2 or 3 
hour year course; theme writing, 1-hour course; oral German, 1-hour 
year course. 

The literature courses arranged on the period basis are as follows : 
Outline of German literature, 3-hour year course ; German romanti- 
cism, 2 or 3 hour semester course; German drama from Lessing to 
1900, 2-hour semester course ; nineteenth century writers, 2 or 3 hour 
semester course. 

Courses dealing with special writers are as follows : Schiller's life 
and works, 3-hour year course ; Goethe's life and works, 3-hour year 
course; Goethe's Faust, 2-hour year course. 

A teacher's course in German is offered in the department of 
education. 

THE CLASSICS. 

Courses and instructors in Latin. 





Vassar. 


Wellesley. 


RadclifEe. 

• 


Barnard. 


Mount Holyoke. 


Year courses 


f 2 (1-hour) 


"2 (3-hour) 
4 (1-hour) 


3 (3-hour) 


1 (8-point) 
1 (5-point) 

1 (4-point) 

2 (2-point) 
6 (3-point) 
2 (2-point) 


2 (3-hour) 




l-;-:"-::::: 










f 6 (3-hour) 

1 4 (2 or 3 hour) 

1 9 (2-hour) 

I 2 (1-hour) 

25 or 27 

8 

1 

3 

1 

3 

8 


7 (3-hour) 


3 (3-hour) 
3 (1-hour) 


7 (3-hour) 
1 (2 or 3 hour) 


Semester courses 
















Hours 


20| 

2 
1 


1 
2 


15 
6 
4 


2 


22 
7 
3 


4 
3 


17J or 18 


Teachers 


4 


Professors 


1 


Associate professors 


1 


Assistant professors 







2 


Doctors' degrees . 


3 







REQUIREMENTS FOR B. A. DEGREE. 99 

The history of the woman's college as that of the man's shows from 
the beginning strong emphasis on the study of the classics. Required 
for admission and prescribed for more or less of the entire college 
course, Latin and Greek have dominated the old scheme of pre- 
scribed disciplinary studies. " The studies in the classical languages," 
says President Raymond, " particularly Latin, aim primarily at 
formal discipline ; that is, the exercise and development of the facul- 
ties as a basis, or formal preparation for subsequent special studies." ^ 

Vassar's early curriculum required both Latin and Greek through- 
out the entire course of the classical students, though it omitted Greek 
and lightened the Latin for scientific students. Later, in 1874, the 
" established curriculum " for 'the first year and a half made a re- 
quirement of Latin, but permitted the alternative of a modern lan- 
guage with Greek. Wellesley's first curriculum has the same pre- 
scription of the classics as that of Vassar's established curriculum. 

Radcliffe required work in the classics until 1883-84, when by the 
extension of the elective system to the freshman year at Harvard 
College, Latin, Greek, and mathematics were dropped from the 
prescribed course. 

Barnard prescribed both Latin and Greek until 1897, when an 
alternative w-as allowed for Greek. 

Mount Holyoke's first college curriculum prescribed both Latin 
and Greek for classical students, and Latin for scientific students. 
Later, however, Latin was no longer required for the scientific course, 
but was prescribed for two terms of the freshman year in the literary 
course. 

While Latin has held its own from the beginning, weakening only 
in the number of hours of prescribed work, Greek has been alternated 
with modern languages until it no longer holds a place parallel in 
importance to that of Latin. At the present time, since Greek is not 
required for admission while Latin must be satisfactorily passed, the 
the requirement of Latin or Greek for a B. A. degree resolves itself 
largely into a choice of Latin by the student who has already made 
an intensive study of it for admission. 

For this reason, and because with the exception of Mount Holyoke 
and Radcliffe, the colleges offer a larger number of courses in Latin 
than in Greek, of the classics, the department of Latin was chosen 
for analysis. 

At Mount Holyoke five hours and at Radcliffe three hours more of 
Greek are offered than of Latin. At Vassar, Barnard, and Mount 
Holyoke, three hours of Latin or Greek are required for a degree. 
At Wellesley and at Radcliffe neither subject is required. Since the 
number of courses offered are in a measure indicative of the amount 
of work demanded by the students, it is interesting to note whether 

1 Raymond, John Howard. Vassar College, 1873, p. 41. ' 



100 



CURRICULUM OF THE WOMAN S COLLEGE. 



the colleges which require Latin have a demand for further courses 
greater than those colleges which waive Latin. The present question 
as to the decline of the classics in importance also adds interest to 
the analysis. Mount Holyoke, which requires six semester hours, 
seems not to have increased its department proportionately. But, 
as before noted, Mount Holyoke has a strong department of Greek. 
Vassar, on the other hand, offers more work in Latin than in any 
other single subject of its curriculum. At the same time it offers 
more courses in Greek than does any other of the five colleges. Ead- 
cliffe, which does not require either Greek or Latin, and which usually 
adds to its curriculum courses as soon as there is a demand for 
them, offers but 15 hours of Latin and 12^ of Greek, an amount 
which, when compared with that of the other departments of the 
college, indicates a comparatively slight demand for the Classics. 

Wellesley, with no requirement, offers 20J hours of Latin and 20 
hours of Greek, but the small classes require only four teachers for 
the Latin and but two for the Greek. Barnard, requiring three 
hours, presents the balanced condition of 22 hours of Latin carried 
by seven teachers. It also offers 20^ hours of Greek. On the whole, 
the requirement of Latin or Greek seems to induce a mora thriving 
condition of the two departments. 

An analysis of the teaching force shows that while Vassar has the 
greatest number of teachers, Barnard and Radcliffe lead in the 
ratio of the number of teachers to the numbers of hours taught. 

The percentages of teachers of the grade instructor are : Vassar, 
37^ per cent ; Wellesley, 25 per cent ; Radcliffe, 33 per cent ; Barnard, 
57 per cent; Mount Holyoke, 50 per cent. At Barnard the propor- 
tion of instructors on the teaching staff is largest and at Wellesley it 
is smallest. 

The percentages of teachers with doctors' degrees are as follows: 
Vassar, 100 per cent ; Wellesley, 50 per cent ; Radcliffe, 67 per cent ; 
Barnard, 43 per cent; Mount Holyoke, 75 per cent. Vassar is in 
the lead, with all of its teachers possessing the doctor's degree. 



MATHEMATICS. 

Courses and instructors in mathematics. 



Vassax. 



Wellesley.' 



Radcliffe. 



Barnard. 



Mount 
Holyoke. 



Year courses 

Semester courses 

Hours 

Teachers 

Professors 

Associate professors 
Assistant professors 

Instructors 

Doctors' degrees 



3 (3-hour) 

8 (3-hour) 
21 
6 
1 

3 
2 
4 



5 (3-hour) 

2 (1-hour) 

3 (3-hour) 

21J 
8 
4 
2 

3 



15 (3-hour) 
15 (3-hour) 

m 

10 
2 
1 
2 
3 



4 (6-point^ 

1 (8-point) 

3 (3-point) 

20J 

6 

3 





3 

5 



6 (3-hourJ 
1 (1-hour) 

7 (3-hour) 

29J 
5 
1 
3 

1 
2 



Includes applied mathematics. 



REQUIREMENTS FOR B. A. DEGREE. 101 

The history of mathematics in the curricuhim of the woman's 
college closely parallels that of Latin. From the first organization 
of the colleges until the present time it has been required in all of the 
colleges except KadclifFe, which dropped the requirement of mathe- 
matics with that of Greek and Latin in 1883. Except at Vassar, 
only the freshman year has been required for mathematics, but 
Vassar in its early days believed thoroughly enough in the efficacy 
of mathematics to develop the mind to prescribe it also for a semester 
of the sophomore year and a semester of the junior year. It is ex- 
plained that the student will find it " valuable mainly as present 
training for her faculties and as an introduction to completer work 
if she choose a scientific career."^ With the organization of the 
" established curriculum " in 1874, mathematics is prescribed until 
the middle of the sophomore year only. Xot until 1895-96 did 
Vassar follow the example of the other colleges for women and limit 
the requirement of mathematics to the freshman year. 

At present all of the colleges except Radcliffe require of the fresh- 
men three hours of mathematics. The unanimity of this demand 
upon the student, as well as the length of time during which it has 
been made, makes an analysis of the department of mathematics 
significant. 

A glance at the number of hours of mathematics offered by the 
colleges shows Radcliffe greatly in the lead. The G7^ hours of work 
can scarcely be compared with the number offered by the other col- 
leges, the difference is so extreme. Even subtracting 30 of the hours, 
which though primarily for graduates admit undergraduates, leaves 
Radcliffe still with 37^ hours to its credit. That Radcliffe offers 
more courses in mathematics than in any other subject of its cur- 
riculum is an interesting fact in the light that mathematics is not 
required for a degree, and therefore must be demanded by the stu- 
dents to hold its place in the curriculum.^ 

Of the other colleges, Vassar, Wellesley, and Barnard closely ap- 
proximate each other in the number of hours which the}^ offer, 
though "Wellesley carries the work with two more teachers than 
Vassar or Barnard. As in English, the freshman requirement af- 
fects the teaching force in increasing in the large colleges the num- 
ber of divisions necessary to handle the introductory course. Mount 
Holyoke, while requiring six semester hours of the subject, for which 
four teachers are needed, and in addition offering eight hours more 
of mathematics than of the other three colleges, has but five teachers 
for the entire work. Though Radcliffe has the greater number of 
teachers, Wellesley leads in the ratio of the number of teachers to the 
number of hours taught. 

1 Raymond, John Howard. Vassar College. 

2 Mathematics thus differs from Latin in its effect on the curriculum. 



102 



CUREICULUM OF THE WOMAN S COLLEGE. 



The percentages of teachers of the grade instructor are as follows: 
Vassar, 33| per cent ; Wellesley, 37^ per cent ; Radcliffe, 50 per cent ; 
Barnard, 50 per cent ; Mount Holyoke, 20 per cent. At Radcliffe and 
Barnard the proportion of instructors on the teaching staff is largest ; 
and at Mount Holyoke smallest. 

The percentages of teachers with doctors' degrees are as follows: 
Vassar, 66f per cent ; Wellesley, 75 per cent ; Radcliffe, 90 per cent ; 
Barnard, 83^ per cent; Mount Holyoke, 40 per cent. Radcliffe and 
Barnard show the largest proportion, while Mount Holyoke has the 
smallest number of doctorates, an inversion of the preceding statistics, 
where Mount Holyoke showed the highest number of teachers of pro- 
fessorial rank. 

At Wellesley only, a course of statistics is included in the depart- 
ment of mathematics. Vassar, Radcliffe, and Barnard treat of the 
subject in the department of economics, and Mount Holyoke Qpiits 
it from the curriculum. 

CHEMISTRY. 

Courses and instructors in Chemistry. 





Vassar. 


Wellesley. 


Radcliffe. 


Barnard. 


Mount 
Holyoke. 


Year courses 


5 (3-hour) 

4 (3-hour) 
2 (3 or 4 hour) 
1 (2 or 3 hour) 
25 or 27i 
11 
1 

1 
9 
3 


3 (3-hour) 
6 (3-hour) 

18 
4 
1 
1 

2 
3 


5 (3-hour) 
1 (2-hour) 
4 (3-hour) 

23 
6 


4 
2 
6 


1 (12-point) 
3 (6-point) 
2 (7-point) 

22 
4 
1 


3 
1 


2 (3-hour) 


Semester courses 


6 (3-hour) 


Number of hours 


3 (2-hour) 

2 (1-hour) 

19 


Teachers 


7 


Professors 


1 




1 


Assistant professors 





Instructors 


6 


Doctors' degrees 


3 







In the early days of the curriculum, chemistry did not hold such 
an assured place as that of the classics, mathematics, or modem lan- 
guages. As a science connected more with the interests of men than 
of women and as a study requiring the equipment of a laboratory, 
chemistry made its way slowly into an important position in the cur- 
riculum of the woman's college. 

Vassar's first curriculum announces for seniors one semester of 
chemistry, from the textbook of Stockhardt and Wells. It is inter- 
esting to note, however, that by 1873 among the applications of 
chemistry to the arts was that of chemistry of breadmaking, a project 
probably not borrowed from the colleges for men. 

Wellesley in 1876 offered to juniors and seniors a course of general 
chemistry, two courses of analytical chemistry, and one course of 
chemical philosophy, whatever that may be. 

Radcliffe, through difficulty in providing laboratory equipment in 
its early cramped quarters, offered no course in chemistry until 
1882-83. 



REQUIREMENTS FOR B. A. DEGREE. 103 

Barnard also had no chemistry when the college started. In 1890 a 
chemical laboratory was received from Miss Hitchcock, and through 
the generous effort of Prof. Bower, of the Columbia school of mines, 
a course was offered to a class of 10 students. This course included 
the related subjects, hygiene and sanitation. 

Mount Holyoke gave chemistry a place on its curriculum from the 
first. 

The department of chemistry is chosen for analysis because of 
its connection with the present required work of the colleges and 
because on the whole it offers more hours than are offered by the 
alternative requirement, physics. 

At Vassar, Barnard, and Mount Holyoke, three hours of physics 
or chemistry are prescribed, and at "VVellesley six hours of natural 
science. Radcliffe prescribes no science. The greatest amount of 
work is offered at Vassar, Radcliffe offering a few hours less. The 
other three colleges are practically equal in the amount of chemistry 
given. 

It is interesting to note the practical tendencies of the content of 
the courses. At Vassar, where the largest amount of work is offered, 
three courses, or six hours, are given directly to consideration of 
the applications of chemistry to food and sanitation. At Radcliffe, 
which closely approximates Vassar in the amount of work given, a 
semester course is devoted to biological chemistry, giving systematic 
treatment of the chief constituents of living organisms and discuss- 
ing their chemical behavior. Such a course is especially useful for 
students of science and for medical students. A year is given to 
industrial chemistry, also, dealing with manufactories and chemical 
work. Both of these courses have practical bearing, although per- 
haps suggesting the man-made curriculum. 

Wellesley includes food analysis in two of its courses, and Mount 
Holyoke gives a semester to the chemistry of foods. Barnard makes 
no special attempt to give practical work. 

The analysis of the teaching force shows Vassar with the largest 
number of teachers. The percentages of teachers of the grade in- 
structor are as follows : Vassar, 81 per cent ; "Wellesley, 50 per cent ; 
Radcliffe, 33 per cent ; Barnard, 75 per cent ; Mount Holyoke, 85 per 
cent. Thus, at Mount Holyoke and Vassar the teaching is largely in 
the hands of instructors, and at Radcliffe is done by teachers of the 
professorial rank. The percentages of teachers with the doctor's de- 
gree are as follows : Vassar, 27 per cent ; Wellesley, 75 per cent ; Rad- 
cliffe, 100 per cent; Barnard, 25 per cent; Mount Holyoke, 43 per 
cent. Thus at Radcliffe, all of the teachers, and at Wellesley three- 
fourths of them, have the doctor's degree, while at Barnard and at 
Vassar approximately but one- fourth have the same degree. 



104 



CURRICULUM OP THE WOMAN" S COLLEGE. 



PHILOSOPHY AND PSYCHOLOGY. 

The departments of philosophy and psychology, which were for- 
merly grouped into one, are now usually separated, though the 
connection is still close between them in all of the colleges. The de- 
partments were chosen for analysis because their work forms part of 
the requirement for the degree in all of the colleges but Kadcliffe and 
because the two departments together form a very considerable part 
of the curriculum. They are analyzed in separate tables for accuracy 
of detail. 

The history of the curriculum shows that philosophy has always 
been included as a study in the five colleges. Vassar's first curriculum 
announces intellectual philosophy (Haven) and moral philosophy 
(Wayland) as required of seniors. Wellesley's first curriculum not 
only offers mental and moral philosophy, but history of philosophy. 
Eadcliffe opens with six courses of philosophy and psychology. 
Among the instructors appear the names of Mr. James, Mr. Palmer, 
and Dr. Peabody. At Barnard and Mount Holyoke both, depart- 
ments of philosophy are open from the start. 

At the present time the three hours of required work vary in con- 
tent at the different colleges. At Vassar philosophy is required in 
the junior year, and consists of a history of modern philosophy from 
Bruno to Berkeley, with discussion of a few important problems in 
philosophy. At Wellesley the requirement must be filled before the 
senior year, and the student is given a choice of courses. She may 
choose a semester of introduction to psychology and a semester of 
introduction to philosophy, or she may take a full year of an intro- 
ductory course in experimental psychology. 

At Barnard the course in philosophy which is prescribed for 
sophomores consists of one semester of psychology and one of logic. 
Though Mount Holyoke prescribes a requirement of psychology and 
philosophy, the semester course required is psychology and deals with 
psychological facts only. Any other course in the department may 
fulfill the requirement of the other semester. 

Courses and instructors in philosophy. 





Vassar. 


Wellesley. 


RadcliCfe. 


Barnard. 


Mount Holyote. 






7 (3-hour) 

1 (2-hour) 

1 (1-hour) 

12 

2 

2 







2 


3 (3-hour) 

1 (1-hour) 

2 (3-hour) 

13 
3 

2 


1 

2 


1 (3-hour) 
4 (2-hour) 

8 (3-hour) 

23 
5 
3 


1 
1 
4 


5 (6-pomt) 

1 (8-pomt) 

2 (4-poiiit) 
4 (3-point) 
1 (2-point) 

261 
11 
8 


3 
9 







7 (3-hour) 


Hours . . 


1 (1, 2, or 3 hour) 
10J-, 11, or 12J 


Teachers 


2 


Professors 


1 


Associate professors 


1 














2 







REQUIREMENTS FOR B. A. DEGREE. 
Courses and instructors in psychology. 



105 





Vassar. 


WeUesley. 


Radclifle. 


Barnard. 


Mount Holyoke. 


Year courses 




3 (3-hour) 
2 (2 or 3 hour) 

1 (2-hour) 
1 (1 or 2 hour) 

2 (1-hour) 

9 or 10 
5 
1 


4 
2 


2 (3-hour) 
2 (3-hour) 

9 
3 
2 


1 
3 


3 (2-hour) 
2 (3-hour) 

9 
3 
1 



1 
1 
3 


4 (6-polnt) 

1 (8-point) 
4 (4-point) 

2 (3-point) 

25i 
6 
4 


2 
5 


1 (1,2, or 3 hour) 


Semester courses 


4 (3-hour) 


Hours 


7, 8, or 9 


Teachers 


4 


Professors 


2 


Associate professors 


1 







Instructors 


11 


Doctors' degrees 


3 







1 Assistant. 



In all of the colleges more hours are offered in the department of 
philosophy than in that of psychology. At Vassar the hours offered 
in philosophy are increased by two semester courses of three hours 
each on the history and principles of education. The department of 
psychology at the same college offers a two-hour semester course of 
educational cast called " Mental hygiene of learning and teaching." 
The policy at Vassar at present is against special training in a de- 
partment of education. 

, A marked tendency in psychology is toward experimental work. 
In all of the colleges experimental or laboratory psychology is em- 
phasized over theoretical p.sychology. 

The greatest number of hours in psychology is offered at Barnard. 
Against the 9 hours of the other four colleges it presents 25| hours. 
The greatest number of hours in philosophy is also offered at Bar- 
nard. Although its 26 hours are an increase over Radcliffe by but 
3 hours, they are greatly in advance of the other three colleges. 

An analysis of the teaching force shows Barnard with more teach- 
ers both in psychology and philosophy than any of the other col- 
leges. In proportion to the number of hours taught, Barnard leads 
in philosophy, and Vassar and Mount Holyoke in psychology. In 
the philosophy department the proportion of instructors to the entire 
teaching force is as follows : None at Vassar ; 33^^ per cent at Welles- 
ley ; 20 per cent at Radcliffe ; 27 per cent at Barnard ; none at Mount 
Holyoke. This proportion reveals a remarkably small percentage of 
teachers of the grade instructor in this department in all of the 
colleges. The proportion of doctorates is correspondingly high: 
Vassar, 100 per cent; Wellesley, 6Gf per cent; Radcliffe, 80 per cent; 
Barnard, 82 per cent ; Mount Holyoke, 100 per cent. 

The departments of psychology give the following percentag3s of 
instructors : Vassar, 80 per cent ; Wellesley, Radcliffe, and Barnard, 
33^ per cent; Mount Holyoke, 25 per cent. Here again the doctorates 
correspond : Vassar, 40 per cent ; Wellesley, 100 per cent ; Radcliffe, 



106 



CURRICULUM OF THE WOMAN S COLLEGE. 



100 per cent; Barnard, 83^ per cent; Mount Holyoke, 75 per cent. 
Except at Vassar, which had a high percentage of teachers of the 
grade instructor, all of the colleges show few teachers of the grade 
instructor in the department, and many doctorates, a correlation 
which does not always follow. 



Hours 
30. 
25 
20 
15 
10 
S 



W. 



B. M.H. 



Zoology 



V. 




w. 




R. 




B. 




M.H 














































— 1 


























•^ 

























































Hours 

30 

2S 

20 
IS 
10 



Chemistry 



Hours 
75 


V. 




w. 




R. 




B. 




M.H. 




















70 






"1 














65 






'21 




% 










60 










II 










55 


1 












,«: 




1 


50 








■§ 




i 


45 




















40 




















35 


1 
1 




1 


— 


^ 




1 




1 


30 




1 


1 




,s 




1 


?5 


»j 




•«^ 




■^ 




^ 




?0 


















— 


15 




















10 


•1 




.| 




•1 




■■^ 






,f 


1 




1 




1 













4 






:! 




^ 




s 



English 



v. 




w. 




R. 




B. 




M.H 














































— 






































































































































— 













































































































Mathematics 



I I Five hours 



'Hours 

7S 

70 

65 

60 

55 

50 

45 

40 

35 

30 

25 

20 

IS 

10 

S 





Fig. 4.— Comparison of the number of hours given to English, chemistry, mathematics, 
and zoology, at Vassar, Wellesley, RadclifiEe, Barnard, and Mount Holyoke. 

SUMMARY OF THE STUDY OF THE MODERN CURRICULUM. 

Though the development of the curriculum from year to year seems 
slow, and though the course of study sometimes appears impervious 
to demands for change, a comparison of the present with the early 
curriculum shows that it has been by no means a static institution. 
Unquestionably it has grown into a product very different from its 



SUMMARY OF STUDY OF MODERN CURRICULUM. 



107 



original simple form. Whether this growth has been in symmetry, 
virility, and flexibility, or whether it has been a matter of increase 
to unwieldly proportions by the process of accretion, is a question 
worthy of thoughtful consideration. An overloaded curriculum is 
not the guarantee of a useful one. 

The history of the development of the college whether for men or 
for women, like the history of the church or of the state, shows dif- 
ferent stages along the way of development differentiated, if not 
prolonged, by the hard and fast notions of final perfection which 
each age grafts upon an institution. With the changing ideals of 



[Hours 
zs 

20 
15 
10 
5 



V. w. 



B. M.H. 



V. 




w. 




R. 




B. 




W.H 










































































■^ 
















— 





















Philosophy 



Hours 
25 

10 
15 
10 

s 



Psychology 



Hours 

45 
40 
35 
30 

as 

20 

ts 

to 

5 




V. 




w. 




R. 




B. 




M.H 


















































1^^ 
























~— 













































































































V. 




W. 




R. 




B. 




^^.H 


























































































— 





























































































'Hours 

45 
40 
35 
30 
25 
20 
15 
10 

5 





German 



History 

Fig. 5. — Comparison of the number of hours given to history, German, philosophy, and 
psychology, at Vassar, Wellesley, RadcUflfe, Barnard, and Mount Holyoke. 

women's needs, the college has added courses to the curriculum, in- 
creasing it in the direction from which the demands have come. At 
the same time it has held conservatively to all its original subjects. 
Rarely has a course been dropped, and, with the exception of domes- 
tic science, never a department ; but constantly courses are added, and 
not infrequently new departments, by the biological process known 
as budding, develop and are separated from the original source. 
The criterion of the new work supposedly is that of Flexner's stand- 
ard, whether an affirmative case can be made out for it. As a mat- 
ter of fact, the affirmative case is obviously a strong one for most of 



108 CUEEICULUM OP THE WOMAIST^S COLLEGE. 

the work which has grown up since the foundation of the colleges. 
The history and economics group with its social significance, and 
the science group with its connection with the world's progress are 
examples of subjects which need no protagonists to prove their viril- 
ity and worth. 

Whether as clear a case can be made out for the old disciplinary 
studies which continue to hold their own in the curriculum even to 
the extent of composing much of the required work is more doubtful. 
The highest function of education is avowedly to produce a social 
individual; moreover, an actively social individual. The college, 
guided conservatively by the old guard which admits no aim except 
in terms of culture, adjusts itself slowly to the socialization of edu- 
cation. The possibilities of woman as a social individual have per- 
haps been too recently recognized for any adequate adjustment in 
college preparation. The recognition of the new possibilities, how- 
ever, with their accompanying needs, is the tool which will fashion 
a modern curriculum built on the admission that no final perfection 
can exist for a college curriculum while humanity continues to change. 

The growth of the curriculum of the woman's college has been 
marked by no particular originality ; that is, the woman's college can 
not be pointed out as the source of any single tendency in the Ameri- 
can college to-day. The history of the older colleges for men indicate 
that after the difficult period of the Civil War, the worst of the 
struggle was over, and the advance from that time was easy and 
rapid. Few women's colleges started early enough to feel the inhibit- 
ing effect of the Civil War. Able from the beginning to take ad- 
vantage of the hard won experience of the older colleges they have 
incorporated into the American colleges as yet little which could be 
designated as their original contribution. Their great increase in 
size and wealth points toward the conserving power of safe imitation. 

The growth of the curriculum has been as startling as any other 
form of development in the college. It has been most spectacular, 
perhaps, in the department of history, which either did not exist at 
all or was of feeble dimensions when the colleges were founded, and 
which now offers a total of more hours in the five colleges studied 
than does any other department except English. Closely related to 
history, and growing out of it is the group of studies including politi- 
cal science, or government, economics, and sociology. A frank 
response to modern demands, these departments are significant of 
the new education. 

The growth of English shows in the ramifications of the subject, 
the large number of subjects in each division, and the number of 
students who focus their work in the department. An interesting 
summary of the students according to their distribution by the group 
system at Radcliffe (in per cents) is as follows: I. Language, litera- 



SUMMARY OF STUDY OF MODERN CURRICULUM. 109 

ture, fine arts, music — 78; II. Natural sciences — 6;\; III. History, 
political and social sciences — 8J; IV. Philosophy and mathe- 
matics — 7^. 

The natural sciences from obscure beginnings have grown to im- 
portance during the lifetime of the woman's college. Though never 
so largely elected as the arts, they have had double significance in 
the curriculum from their intrinsic value and as the source of the 
laborator}' method of work. 

The department of psj^chologj^ from the impetus of the modern 
experimental method has developed from a branch of philosophy 
into a thriving department. 

Courses in education have increased in number and importance 
as the secondary schools have become increasingly insistent upon good 
teachers until now some provision for the work is made in all of the 
five colleges. 

With the opening of commercial relations with South iVmerica, 
Spanish has found a place in the curriculum. 

A survey of the innovations into the original curriculum is, then, 
not discouraging. Never more on the defensive for its aim of " cul- 
ture " only, the college has nevertheless modified its construction of 
the aim considerably since the early years of its existence. Under 
pressure of the eternal demand for practical knowledge, natural 
sciences, social sciences, practical language work, have been in turn 
held up by the college to the culture criterion, pronounced sound, and 
admitted to the curriculum. Departments in turn have tested course 
content by the same criterion and in turn have admitted new phases 
of it into the curriculum. The tendency toward the practical is 
realized in the efforts of the chemistry departments toward food 
analysis, sanitation, and industrial chemistry ; of natural science de- 
partments in general toward producing students equipped to become 
investigators and to use science dynamically; of English depart- 
ments toward begetting creative work; of language departments 
toward skill and fluency in the use of the foreign tongues; of his- 
tory and economics departments toward giving the student a gi-asp 
of vital current issues. 

With such historical encouragement, it is not reasonable to suppose 
that no further demands will be made or that they will not be met. 
Usually, it is safe to predict, the modification will begin within in- 
trenched courses by a change in content to meet new needs. Such 
an evolutionary working basis for construction is fundamental to the 
realization of any relation between major studies and vocations. 
Further discussion of the possible opportunities for the curriculum 
to cooperate with and to reinforce the work of the graduate will be 
considered in connection with the interpretation of the relation be- 
tween major subjects and vocations. 



III.— COLLEGE TEACHING. 



The analysis of the teaching force has made evident in the special 
departments the ratio of the number of hours taught to the teachers, 
an important factor in the efficiency of the teaching. The listed 
number of teachers, including assistants but not including members 
of the physical training department or teachers on leave of absence, 
in the different colleges totals in the following order : Radcliffe, 135 ; 
Wellesley, 125 ; Vassar, 108 ; Barnard, 96 ; Mount Holyoke, 85. The 
ratio of the total number of teachers of each college to the total num- 
ber of hours offered by the college is as follows: Vassar, 1 teacher 
to 3.68 hours ; Wellesley, 1 teacher to 3.93 hours ; Mount Holyoke, 1 
teacher to 4.78 hours; Radcliffe, 1 teacher to 4.90 hours; Barnard, 
1 teacher to 4.91 hours. Another factor to receive some considera- 
tion in the evaluation of the efficiency is, of course, the size of the 
classes, which must necessarily be governed somewhat by the size of 
the student body. The registration of the colleges in 1915 is as 
follows: Wellesley, 1,512; Vassar, 1,125; Mount Holyoke, 791; 
Barnard, 733 ; Kadcliffe, 683. The ratio of teachers to students is as 
follows : At Eadcliffe, 1 teacher to 5.05 students ; at Barnard, 1 teacher 
to 7.63 students; at Mount Holyoke, 1 teacher to 9.3 students; at 
Vassar, 1 teacher to 10.41 students ; at Wellesley, 1 teacher to 12.09 
students. The number of teachers possessing doctor's degrees in the 
different colleges is as follows : Radcliffe, 96 ; Barnard, 59 ; Vas- 
sar, 56 ; Wellesley, 54 ; Mount Holyoke, 38. The percentage of doc- 
tors in the teaching force of each college is as follows: Radcliffe, 
71.1 per cent; Barnard, 61.4 per cent; Vassar, 51.8 per cent; Mount 
Holyoke, 44.7 per cent ; Wellesley, 43.2 per cent. A fourth element in 
the evaluation of the efficiency of a teaching body depends upon a 
knowledge of the relative size of salaries paid at the different col- 
leges. At present such a measurement is impossible to attain. 

The lecture method of presenting material to classes is largely used 
in all of the colleges. Within the last decade, however, the labora- 
tory method has crept over from the sciences into the arts to modify 
the formal lecture. Subjects such as history, English, and phi- 
losophy, now almost invariably have adopted schemes of conferences 
with the students which approximate the effort of the laboratory to 
secure individual reaction to subject matter. The conference consists 
usually of an interview between the instructor, or his assistant, and 
110 



COLLEGE TEACHING. Ill 

the student, based upon some special piece of work which the 
student has accomplished, theme, report, or examination. The class 
lectures, meantime, may or may not be connected with conference 
discussion. Even in the sciences, the lectures are frequently of such 
an order as to be easily kept by the students in separate compart- 
ments from the laboratory work. The languages, of necessity, de- 
mand more immediate returns from the student of invested subject 
matter. These returns are usually in the form of recitations upon 
assigned work. 

The last method is most clearly in line with the secondary school 
method to which the student is accustomed. Considerable difficulty 
is experienced by freshmen in their efforts to secure adequate notes 
during an hour of lecturing. As Prof. Copeland, of Harvard, re- 
marks, " The lecture method succeeds in completely inhibiting any 
thought." Accustomed in high school to transfer to the teacher each 
day the results of his work, the college student finds some difficulty 
in organizing his copied phrases at the longer intervals between 
college examinations. The college classes which attempt to obviate 
such difficulties by frequent recitations, usually base them, after the 
manner of the secondary school, upon assigned work. 

The crux of the situation, it is obvious, is in the secondary school. 
Special schools, such as the Ethical Culture School, the Phoebe Anna 
Thorne Open- Air Model School for Girls, the school proposed by 
Abraham Flexner, have succeeded in creating a method of handling 
the curriculum by which power of thought, rather than skill in the 
reproduction of others' thoughts, is developed. As Miss Sergeant 
states : 

When girls who have used their minds creatively instead of receptively for 
seven years reach the lecture system, for instance, something spectacular is 
going to happen — something very like the famous meeting between the im- 
movable body and the irresistible force. 

The indisputable value of the lecture is as a means for the pres- 
entation of the results of scholarly research or creative thought 
accomplished by the instructor and unavailable to the student else- 
where. The comparatively few lectures possible under such a cri- 
terion would be extremely stimulating to the student. If, with such 
a limited lecture system, the seminar method were pushed down from 
the graduate school into the undergraduate classes, which were 
limited in numbers enough to make it possible, the college student 
who could think would be greatly benefited, and the student to whom 
such effort was impossible would find another field for her activities. 

That the poorest teaching of a student's educative career is possible 

within the college is recognized by almost anyone who takes a degree. 

To remedy such a condition some supervision of college teaching might 

be of value. At present in none of the five colleges studied, and in 

41596°— 18 8 



112 CURRICULUM OF THE WOMAN S COLLEGE. 

only one of several other colleges investigated, is there, except rarely 
in individual departments, any system, by which the work of the 
teacher may be judged by her equals or superiors. The usual cri- 
teria of success are the size of elective courses and the opinions ex- 
pressed by students. In the long run the judgments of the students 
may average justice, but through youth and immaturity the students 
are naturally not infallible judges of fundamentals. Mature, un- 
biased consideration of an instructor's work is a fair basis for the 
verdict of its quality. From a purely economic standpoint, too, some 
system of supervision which could supply judicious and pertinent 
advice to the inexperienced though scholarly instructor might some- 
times save a teaching life of incalculable possibility. 

If, furthermore, the college teacher is to do constructive work, 
work which grows and changes under the impulse of her ideas, some 
means should be provided to prevent her present isolation. Very few 
college teachers know anything about the way in which their par- 
ticular work is being conducted in other colleges. Segregation of 
intellect produces much the same result as segregation of species; 
other qualities than strength find special inducement to develop; 
cross-fertilization of ideas is often necessary for a good crop. A 
college teacher needs to know not only the results of the latest re- 
search in her subject, but the results of the latest effort to make 
it part of the social life of the student. Such knowledge would 
diminish, in part at least, the effects of inbreeding by which the 
young instructor reproduces in her classes as closely as possible, the 
teaching which she has earlier received at the college. 

The three suggestions, then, which concern college teaching are, 
first, a more general use of the seminar method where the laboratory 
is not the working basis of the course; second, a system of super- 
vision which will permit a fair evaluation of the work of the in- 
structor; third, a closer correlation between the members of the 
faculty of different colleges for purposes of exchange of ideas and 
invigoration of method. 



IV.— THE RELATION BETWEEN MAJOR STUDIES AND 

VOCATIONS. 



The material used in working out the relation between the major 
studies of students and their vocations later is of two kinds : 

(1) The data obtained from the application cards which a gradu- 
ate fills upon joining the Intercollegiate Bureau of Occupations of 
New York City. From the cards of all registered alumnse of Vas- 
sar, Wellesley, Radcliffe, Barnard, and Mount Holyoke, regardless of 
the year of graduation, were copied the name of the graduate, her 
majors in college, and her vocation or vocations since graduation. 
Thus a mixed group, consisting of 2G1 gi-aduates of five colleges, 
was obtained, wiiich was a unit in but one respect, dissatisfaction 
with the present job and desire for different work. 

(2) To check up this group it seemed only fair to select an entire 
class throughout the five colleges which would give the same data 
of majors and vocations without the bias toward desire for change. 
The class of 1912 was chosen as a class near enough in time to the 
present curriculum to make the connection with it fair, and far 
enough away in time to permit the members who intended to work 
at all to get some kind of a position. The data concerning the voca- 
tions of the second group were obtained from the cards sent out to 
the graduates of women's colleges by the Association of Collegiate 
Alumna}. The data concerning the majors of the same students were 
supplied by the officers of the separate colleges. Since Radcliffe Col- 
lege had no convenient records, the questionnaire method was used in 
that one instance. 

While Vassar and Radcliffe have no formal system of majors, the 
subjects to which* the student gave most hours in her course served 
the purpose of majors. Note was made of all the vocations into 
which- the graduate had entered. 

The major studies were considered completely correlated with the 
vocation if (1) the vocation made use of all the major studies; or 
(2) the vocation made use of one major but called for no other 
college subjects. Graduates making such combinations are termed 
for convenience complete correlates. 

Partial correlation consists of cases: (1) If the vocation does not 
make use of all majors and at the same time does use other college 
subjects; (2) If the individual has at some time in some vocation 

113 



114 CUERICULUM OP THE WOMAN S COLLEGE. 

used at least one major. Graduates making such combinations are 
termed partial correlates. 

Noncorrelates are a group made up of graduates whose vocations 
make no use of their major studies. 

It must be clearly understood, on the one hand, that complete 
correlation does not mean that because of correlated majors the 
individual is doing the best possible work ; it means only that as far 
as the college is concerned if the choice of majors has been intelligent, 
'the preparation has been made as adequate as possible. The only 
criterion of the work would of course be the results produced by the 
individual. 

No correlation, on the other hand, does not mean that the indi- 
vidual has taken no college work bearing on "her subject. She may 
have taken a course or two, but she has not chosen to major in the 
particular field which later she has apparently found most important 
to her. 

It is obvious, too, that college work, though not correlated at all 
with the vocation, may help an individual to an incalculable degree in 
affording broadness of outlook, wisdom of judgment, and insight into 
new possibilities of her vocation. As a matter of fact, it is impossi- 
ble to get through college without taking other subjects than those 
correlated with the vocation. Since, also, most colleges require a 
student to choose major subjects on some basis, it is possibly no more 
narrowing to make the choice on an intelligent basis than on no basis 
whatever. 

For several reasons it is possible that complete correlation between 
majors and vocation may bring about entirely unsuccessful results, 
as is illustrated by the Intercollegiate Bureau cases where, though 
the work shows correlation with the majors, it has nevertheless 
proved unsatisfactory enough to force an attempt toward change of 
occupation. An accidental choice of majors in college may be one 
reason for failure. The student continues with Latin, for instance, 
because by adding a little more to the prescribed amount she can 
teach the subject. That is, the vocation is chosen to fit accidental 
majors. Obliged by the demands of employers to present prepara- 
tion of some kind, she must choose prospective employers by her 
marketable preparation on hand at graduation. The fact that the 
greatest amount of complete correlation is found at the colleges offer- 
ing greatest freedom of election, suggests that students may con- 
tinue blindly in prescribed work in the other colleges. 

Again, complete correlation may be unsuccessful in cases where 
there is little native ability. To illustrate, a student who has 
majored in English and zoology may write a book on zoology which 
is wholly worthless. If, however, some native ability were present, 
the book would probably stand a better chance of success if the writer 



MAJOR STUDIES AND VOCATIONS. 115 

had a scholarlj^ grasp of zoology and a Imowledge of her mother 
tongue. 

It is also possible that the combination of no correlation between 
majors and vocation may be entirely successful. In the first place, 
the technical training for the alien vocation may have been acquired 
wholly after graduation. In many cases at least a partial prepara- 
tion could have been made in the college, as will be pointed out later 
in the discussion of occupations. 

In the second place, excellent native equipment may make success 
in a new field possible without the running start gained by correlated 
college work. It seems, however, a waste of power to use it on 
details of preparation which should by that time be reduced to the 
state of reflex action. 

The data regarding the alumnae registered at the Intercollegiate 
Bureau of Occupations will be dealt with first. This group, as well 
as the group of the class of 1912, is divided into teachers and non- 
teachers; the proportion of 45.6 per cent of teachers registering at 
the Intercollegiate Bureau, and 54.27 per cent of teachers in the work- 
ing section of the class of 1912 seemed to justify such a differentia- 
tion. The teachers of the Intercollegiate Bureau group are divided 
into teachers at date: i. e., those for whom the bureau has as yet 
found no other occupation; and former teachers: i. e,, those who 
through their own efforts or those of the bureau have succeeded in 
leaving the profession. Many applicants do not register for any 
specific kind of work and do not know what kind they want. Some- 
times the application is based on the desire to get out of the teaching 
profession, sometimes on the wish for higher salary, sometimes on 
personal or family reasons. The large number in the group of 
teachers desiring a change of occupation would suggest that the pro- 
fession had been a matter of economic determinism or of accidental 
opportunity rather than the result of prolonged deliberation leading 
to conviction of fitness for the work ; also, that the field may be one 
into which an untrained graduate could enter most easily and would, 
therefore, serve the convenience of the woman who hopes to make it 
only a stop-gap between graduation and marriage. The size of the 
teaching group desiring change, however, points toward a fallacy in 
the belief expressed lately by two college presidents that teaching is 
the only really desirable occupation for women. 

The total number of 261 graduates registered at the Intercollegiate 
Bureau is divided among the five colleges as follows: Yassar, 85; 
Wellesley, 53 ; Radcliffe, 13 ; Barnard, 65 ; Mount Holyoke, 45. The 
small number of Radcliffe graduates may be due to the fact that 
many of the students are drawn from Boston and the suburbs, thus 
making the Boston office of the bureau a more desirable place of 



116 



CURRICULUM OP THE WOMAN S COLLEGE. 



registration for them. The number of representatives of each col- 
lege is used as the base on which the percentages of that college are 
reckoned. The appended table of percentages is also expressed by 
the accompanying graph. 



TABLES OF COKEELATION FROM INTERCOLLEGIATE BUREAU DATA. 





Vassar. 


Wellesley. 


Rad- 
clifle. 


Barnard. 


Mount 
Holyoke. 


Representatives from each college 


85 


53 


13 


65 


45 






Coinplete correlation (in percentages) 


23.53 


28.30 


23.07 


10.77 


31.11 








4.70 
8.23 
10.58 


9.45 
13.20 
5.66 


7.69 
15.38 


6.15 
1.53 
3.07 


13.33 




11.11 




6.C6 










30.68 


15.09 


30.76 


13.84 


20. CO 






Teachers at date 


14.11 
4.70 
11.76 


3.77 
7.54 
3.77 


15.38 


7.68 
1.53 
4.61 


4.44 


Former teachers 


8.88 




15.38 


6.66 








45.88 


66.60 


46.15 


75.38 


4S.88 






Teachers at date. 


2.35 

5.88 
37.64 


5.66 

7.54 

43.39 




16.92 
6.15 
52.30 


13. S3 




15.38 
30.76 


8.88 




26.66 







It can be readily seen that noncorrelates furnish much the largest 
group in each of the five colleges represented at the bureau. This 
condition might suggest the desirability of correlation in order to 
increase satisfaction in the occupation, if besides the noncorrelates 
we did not have a considerable percentage of correlates who also wish 
other work. An analysis, however, of the correlates shows that they 
are largely from the teaching profession. Logically, then, it is pos- 
sible to conceive that had the choice of majors been determined by 
real aptitudes the profession into which such preparation led would 
not be so largely rejected. If the noncorrelates and the people who 
have attained correlation only through the teaching profession were 
withdrawn, the bureau would have little reason for further existence 
as far as the five colleges are concerned. 

Much the largest single group in all of the colleges is the section 
of nonteachers showing no correlation : At Vassar, 37.64 per cent ; at 
Wellesley, 43.39 per cent; at Kadcliffe, 30.76 per cent; at Barnard, 
52.30 per cent ; at Mount Holyoke, 26.66 per cent. Such a group sug- 
gests that the permanent interests of its members are outside both 
of teaching and of their major work at college; that therefore it 
might have been economy to have presented to these individuals 
before graduation a variety of occupations for consideration; and 
that had such opportunity been supplied, the individuals might have 
chosen college work more in harmony with their vocations. 

To obviate some of the waste connected with the efforts of such a 
group as the Intercollegiate Bureau registers to find a congenial 



MAJOR STUDIES AND VOCATIONS. 



117 



occupation, the college needs to hold itself somewhat responsible. 
This responsibility could express itself first in giving to students help 
in finding interests affiliated closely enough with their aptitudes to 
give prophecy of some permanence. If vocational guidance is neces- 
sary for mature women who have been at work, it might help the 
undergraduate who knows nothing of the opportunities open to her 
nor the prerequisites of such occupations. Second, as will be demon- 
strated later, the college might give the student who is doubtful as to 
her calling the benefits of trying out a few possibilities in regard to 
work. Third, it could emphasize the need of intelligent choice of 
major subjects, allying them with interest and aptitudes. 



Percent 
15 
70 
65 
60 
55 
SO 
45 
40 
35 
30 
25 
20 
IS 
10 
S 












































_ 


























m 
























































































- 


















— 1 










if 










fi^ 


- 


^ 


— 


















































































- 


— 










n 


- 


- 


W 

1 


- 


^ 


- 


■ 

li 



- 


— 




- 


- 




































































































■ 










: 


m. 


- 


nsn 


— 



C. C. -Compkft Correbtion 
P.C- Pjrtijl Correlation 
N.C.- Mo Correlation 

\^- 5 Percent 
□ - Hon teachers 
BlI - Fanner teachers 
O - Teactiersatdate 
55 
50 



C.C. 



P.C N£. 

Vassar 



C.C P.C. N.C 

Wellesley 



C.C. P.C N.C. 

Radcliffe 



C.C P.C. N.C 

Barnard 




Fig. 6. — Corrclafiou between majors aud vocations (intercollegiate bureau). 

The reduction of the large body of college trained women who are 
drifters is a question of deep significance to Americans, whose girls 
are crowding increasingly to the colleges, and are increasingly de- 
manding work upon graduation. 

The most significant group of women in occupations other than 
teaching is the group of secretaries. Of the 261 alumna? registered 
at the Intercollegiate Bureau, 37.5 per cent enter into secretarial 
work. Probably the placement of some of the women still teaching 
will tend to raise the percentage. At all events, 50 per cent of the 
registered alumnae of the five colleges in occupations other than 
teaching are secretaries. Of these secretaries only 13.75 per cent 
show any correlation with their major work at college. Usually the 
special preparation necessary for the work has been obtained 
through typewriting and stenography courses at business schools. 
Such preparation, compared with that required by many vocations, 
is easy to acquire. 



118 



CURRICULUM OF THE WOMAI^ S COLLEGE. 



This comparative ease of preparation probably accounts in some 
degree for the number of people who enter the work. The obvious 
danger threatening secretaryship is one which has weakened the 
teaching profession, namely, the danger of overcrowding. It is 
scarcely likely that out of a group of 261 women earning their living, 
nearly 100 of them are peculiarly fitted to this one occupation. It 
seems much more likely that the motives which have produced so 
many teachers are at work again, ease of entrance into a field which 
has become conventionally respectable for women. 

Since, however, it is possible to enter secretarial positions without 
such technical training as that offered by Simmons College, the can- 
didate might as well get such preparation as is required earlier in 
her career. The small percentage of secretaries who have correlated 



C.C. - Complete Correlation 
P.C- Partial Correlation 
N.C. - No Correlation 



V^- S Percent 
□ - J^orr teachers 
^ - Teachers 



Percent 

60 

SS 

so 
4S 
40 
3S 
30 
ZS 
ZO 
IS 
10 
6 



J 



i 



i 




^ 



^ 




C.C. P.C. N.C. C.C P.C N.C C.C P.C. N.C C.C P.C N.C C.C P.C N.C 



Vassar 



Wellesley 



Radcliffe 



Barnard 



Mt.Holyoke 



Fig. 7. — Correlation between majors and vocations (class of 1912). 

their majors and vocations points toward the need of some adjust- 
ment. That much work of secretarial value could be accomplished 
earlier will be pointed out later. 

Other occupations into which the alumnae have entered are the fol- 
lowing: Library work, writing, business, scientific research, insti- 
tutional management, social work; all of the preceding claiming 
small groups; and acting, photography, interior decoration, medi- 
cine, translation, each of which has one representative. The group 
of social workers is small because now such work is turned over to 
the department of social workers, a branch of the Intercollegiate 
Bureau of Occupations. 

It is perhaps needless to add that many fields other than those 
already mentioned are open to college graduates. An opportunity 
of acquaintance with those fields might serve to distribute women 
among them more equally. 



MAJOR STUDIES AND VOCATIONS. 

Class of 1912 — Tables of correlation (in percentages). 



119 





Vassar. 


Wellesley. 


Rad- 

cliffe. 


Barnard. 


Mount 
Holyoke. 


Complete correlates 


21.17 


24.25 


31.90 


31.32 


34.02 






Teachers 

Students 


13.10 

5.2G 

.65 

.65 

1.38 


18.30 


29.80 


27.70 
2.40 


34.02 


Social workers 


1.48 
.49 






Writers 


2.10 


1.20 




Scientists 




Secretaries 


.99 








Artists 


.65 




........... 


Curators 


.99 


. 1 1 








Partial correlates 


18.42 


23.26 


3(1. 10 


29.91 


21.04 






Teachers 


10.50 
1.38 
5.26 


19.30 

.49 

2.97 


17.00 
4.20 
4.20 
8., 50 
2.10 


26.50 
2.40 


18.55 


Students 


2.06 


Social workers 


1.03 


Writers 










1.48 






Secretaries 








Artists 


.05 










Curators 


.99 








Businesswomen 


.65 




. 








1 






59.80 


52.40 


31.00 


39.70 


44.30 






Teachers 

Students 

Writers 


7.20 
17.10 
28.30 


19.80 
1.40 

20.20 
1.40 


8.50 
2.10 
4.20 


10.80 
3.00 
9.00 


21.00 
1.03 
5.10 
1.03 


Scientists 


2.10 
6.30 
4.20 
4.20 


3.00 
9.60 
2.40 


2.06 


Secretaries 

Business women 


5.20 
1.30 


5.40 
2.40 
1.40 


8.20 
5.10 




.00 


















152 


202 


47 


83 


97 







The data regarding the class of 1912 of Vassar, Wellesley, Ead- 
clitfe, Barnard, and Mount Holyoke are presented in the form of a 
table and a graph. The 780 records are distributed as follows: Vas- 
sar, 242; Wellesley, 202; Radcliffe, 558; Barnard, 118; Mount Hol- 
yoke, 163. To secure the exact percentages of alumnce in differ- 
ent occupations, the total number of individuals at work in each class 
was used as the base instead of the total membership of each class. 
Such reckoning necessitated, therefore, disregard of the group which 
announced itself as having no vocation, the group of married women 
which with the exception of one member admitted no vocation beyond 
" wife of husband,"' or " mother of child," and the small group from 
which specific information about subjects taught could not be ex- 
tracted. Vassar records 14 per cent of the members of the class of 
1912 as having no vocation, 12 per cent as married, and 7 per cent as 
unclassified, leaving a base of 152 working members. At Wellesley, 
all but the working members were discarded at the collection, leaving 
202 out of a class of 255 for a base. Barnard has 10 per cent of mem- 
bers with no vocations, 6.7 per cent married, 12 per cent unclassified, 
leaving a base of 83 workers. Mount Holyoke has but 5 per cent 
with no vocation, 6 per cent married, 6 per cent unclassified, leaving 
97 working members. Radcliffe returns, which depended upon a 



120 CUEEICULUM OF THE WOMAN 's COLLEGE. 



m 



questionnaire, resulted in replies from married and working members 
only, giving the result of 10 per cent married members and a base of 
47 working members. The 1912 class record announces most of the 
members who failed to reply as " At home." 

One of the points made apparent by the data is that one of the 
chief functions of the woman's college, now, as in the original inten- 
tions of the founders, is to turn out teachers. An analysis of the 64.2 
per cent, which represents all of the graduates in the teaching pro- 
fession, shows the distribution as follows: Vassar, 30.8 per cent; 
Wellesley, 57.4 per cent; Eadcliffe, 55.3 per cent; Barnard, 65 per 
cent ; Mount Holyoke, 74.37 per cent. 

A marked coincidence between the teaching profession and com- 
plete correlation is noticeable. Mount Holyoke, which turns out the 
largest number of teachers, succeeds in keeping the highest per cent 
of complete correlates, which by the way are numerically coincident 
with the teachers. Since, then, the teaching profession, to a far 
greater degree than any other, permits correlation with the work 
within the college, we find in this one vocation at least a unity of 
preparation and function which, if it secures the permanent benefit 
of the individual is a state toward which the other vocations should 
strive. If, however, the 46.6 per cent of teachers applying for other 
work at the intercollegiate bureau is any prophecy of the future of 
the class of 1912, we are safe in assuming that for some members at 
least the permanent benefit will not be found in the teaching pro- 
fession. It is scarcely likely that over half the graduates of five 
women's colleges have peculiar aptitude for the teaching profes- 
sion any more than that half of the registered alumnse of the five 
colleges at the intercollegiate bureau have peculiar aptitude for sec- 
retarial work, or that half the graduates of any five men's colleges 
have either aptitude or desire for any one vocation. 

One group, however, both in the class of 1912 and at the inter- 
collegiate bureau, is larger than the group of teachers. Except in 
Eadcliffe, 1912, the noncorrelates outnumber any other section. A 
comparison of the two graphs shows that except at Vassar, the pro- 
portion of noncorrelation is increased in the intercollegiate group over 
that of the 1912 group. A possible interpretation of the change in 
proportion might be that noncorrelation of vocation is one reason 
for dissatisfaction with the vocation and desire for a change. Here 
the coincidence is between no correlation and occupations other than 
teaching. 

Nearly half of all the class of 1912 of the five colleges are non- 
correlates. An analysis of the group as a whole shows 34.37 per cent 
engaged in social work, 29.58 per cent in teaching, and 13.2 per cent 
in secretarial work, leaving the remaining 23 per cent scattered 
among the other professions. The three groups then, social work, 



MAJOR STUDIES AND VOCATIONS. 121 

teaching which is not correlated with college work, and secretarial 
work, will be dealt with separately. 

Of the social work, Vassar and AVellesley furnish the large propor- 
tion. Of all of Vassar's 1912 workers 34.2 per cent are in social work ; 
about seven-eighths of these show no preparation for it in college 
majors. At Wellesley 24.65 per cent of the class are in social work, 
and a little less than four-fifths of them have made no special prepa- 
ration for it. The other three colleges have comparatively few 
social workers. The small proportion of cases showing correlation 
between social work and college courses points toward the inference 
that girls drift into this work, often unpaid, largely because it can 
make use of unskilled labor. Because organized philanthropy de- 
mands trained workers does not prevent a large amount of so-called 
social work being attempted by the clumsiest of beginners. If a 
girl sees ahead of her a life of usefulness in the social field, or even a 
chance of eldng out an otherwise inactive existence by social work, 
she might gain a possible efficiency through preparation by courses 
in economics, sociology, statistics, etc., known as social science courses. 
If she attends a college near a large city — in this group Vassar and 
Barnard have the advantages of New York, and Wellesley and Rad- 
cliife of Boston — she should be able to take part of the work toward 
her degree at some place within the city authoritatively recognized 
as a laboratory for social work. In this way a practical preparation 
for work would be gained without the added expense or time of post- 
graduate training which many students are unable to afford. At 
present Barnard College is the only one of the five which offers such 
an opportunity to its students. A Barnard student by taking some of 
the work of the New York School of Philanthropy in her senior year 
may count the work toward her college degree and the same time 
anticipate part of the requirements for the diploma of the School of 
Philanthropy. 

The second largest group of noncorrelates, the teachers, is, it is 
probably safe to assume, made up of women who would prefer, since 
teaching and studying are closely allied, to teach subjects which they 
had studied intensively. Beginners in the profession doubtless often 
have no choice of subjects, though it seems a pity to try out a novice 
by giving her the additional handicap of subjects with which she is 
more or less unacquainted. Since, however, many of the older teach- 
ers registered at the bureau had no correlation of subjects taught with 
those studied, it seems in some cases at least difficult to make any 
transition after the stamp of experience has been set on subjects 
once taught. 

In order to find out if there was any possibility of predicting the 
combinations of subjects which the secondary schools demand of 
their teachers, an analysis was made of the subjects taught by all of 



122 



CUREICULXJM OP THE WOMAN S COLLEGE. 



the teachers of the class of 1912 and of the teachers registered at the 
bureau. A uniformity of demand by the secondary schools with a 
recognition of the required combinations by the college might do 
much toward placing the teacher in her own field. 



COMBINATIONS OF SUBJECTS TAUGHT. 



English with — 

History 

Mathematics 

Latin 

Latin and history 

Latin and French 

History and German 

German 

French 

French and mathematics— 

Latin and mathematics 

French and German 

French and history 

Psychology 

French with — 

German 

History 

Latin 

Latin and German 

Latin and English 

English 

English and mathematics- 
English history 

English and German 

German and science 

German and mathematics. 
Mathematics 

German with — 

Latin 

French 

Mathematics 

English 

French and Latin 

English and history 

History 

History and Latin 

Botany 

French and science 

French and mathematics— 
French and English 

History with — 

English 

Latin 

Latin and mathematics 

Science 

Mathematics 

Latin and English 

French 



Times. 
29 
7 
6 
4 
2 
2 
3 
2 
2 
1 
1 
1 
1 

8 
4 
3 
3 
2 
2 
2 

1 
1 
1 
1 
1 

8 
7 
4 
3 
3 
2 
1 
1 
1 
1 
1 
1 

29 

7 
5 
5 
4 
4 
4 



History with — 

Government and economics- 
English and economics 

English and German 

English and French 

Art and Latin 

Greek 



Times. 
2 
1 

2 
1 
1 
1 



Latin with — 

German _ .. 

History 

English 

Mathematics 

Mathematics and history 

English and history 

French 

French and German 

French and English 

Greek 

Biology 

History and German 

History and art 

Mathematics and English— 

IMathematics with — 

English _. 

Science 

Latin 

History and Latin 

German 

History 

Physics 

Biology 

French and English 

French and German __ 

French 

Education 

Latin and English 

Biology (a combination of zool- 
ogy with botany) 

Biology with mathematics- 
Biology with hygiene 

Biology with Latin 

Biology with physics and 

chemistry , 

Biology with physical geo- 
graphy 

Zoology with geology 

Botany with German 



8 
7 
6 
5 
5 
4 
3 
3 
2 
2 
1 
1 
1 
1 

71 
7 
5) 
5 
4 
3 
2 

2 
2 

1 
1 
1 
1 



MAJOR STUDIES AND VOCATIONS. 



123 



Chemistry with — 

Mathematics 

Physics 

Physics and biology. 
Science 



Times. 
1 
1 
1 
1 



Physics with — Times. 

Mathematics 1 

Chemistry 1 

Cliemistry and biology 1 



Specialized teaching, i. e., cases in which the teacher has but one subject; 
from class of 1912 and data from Intercollegiate Bureau. Teachers whose work 
has correlation with their college majors : 

Correlates teaching one subject : 

English 43 Chemistry 

Mathematics 20 Music 

German 11 Hygiene 

Latin 10 Physics 

History 9, 

French T Total 

Botany S 

Teachers whose work has no correlation with their college majors : 
Noncorrelates teaching one subject : 



109 



English 

History 

Domestic science- 
Drawing 

Geology 

Mathematics 



Physics 

Physical geography 
Zoologj' 



Total. 



18 



The results appended show a discouraging degree of variety. The 
most frequent combinations with mathematics are science, English, 
and Latin. With Latin, the most frequent combinations arc German, 
history, and mathematics ; French most often combines with German ; 
but German combines with Latin in one more case than with French ; 
history, besides the English combination, is taught most often with 
Latin. Botany and zoology are seldom separated; they appear as 
biology, sometimes as one combination, sometimes in unpredictable 
combinations with other subjects. The combinations required of the 
1912 teachers tallied with those of the Intercollegiate Bureau almost 
exactly in order of frequency of occurrence. 

A census then was taken of the teachers who were able to specialize 
to the extent of teaching one subject, with the interesting results that 
while 109 correlates taught one subject, only 18 noncorrelates were 
able thus to specialize. Of the subjects, English was most frequently 
taught by itself. 

A not impossible ideal for the preparation of teachers might be a 
condition b}^ which the student could combine the subject in which 
she is most interested with work in the department of education on 
the way to teach that subject. At the same time, it should be possible 
for her to have access to knowledge of the teaching combinations 
which may be required with her particular subject, and to make 



124 CUKEICULUM OF THE WOMAN" S COLLEGE. 

allowance for them in her choice of courses. If the secondary school 
would supply greater uniformity of demand, and the college would 
recognize the amount which already exists, the career of the young 
teacher would be less difficult. If the college would recognize the 
amount of uniformity which already exists in the demand upon 
secondary teachers, it might, in the first place, turn out teachers who 
could with greater ease and success fit into their new work. The 
college might, in the second place, succeed in increasing the amount 
of uniformity of subject combination in the secondary schools by sup- 
plying better prepared teachers and by exercising care in placing 
them. Small high schools must require large groups of subjects of 
their teachers, but if the teachers are specially equipped with a com- 
bination of subjects recognized by large schools, they will stand a 
better chance of advancement in their profession. 

The relation of the department of education to the rest of the 
college and to the teaching profession has been a matter of interest 
from the first installation. The department has met with much, 
opposition and has until the last decade grown slowly. Of the five 
colleges, Vassar is the only one which still denies the need of a depart- 
ment of education. At present in the other four colleges the anoma- 
lous situation exists of recognized vocational preparation in one direc- 
tion, while it is frowned upon in others. The work, however, is 
frequently made general in order to accomplish a cultural end. 

Having decided upon the combination of subjects which she de- 
sires to teach, the student should be able to take in the department 
of education a seminar dealing especially with problems concerned 
with this group of subjects. In connection, also, with the depart- 
ment, she should be directed to secondary schools where she could 
see her subjects ably taught. These two methods of practical labo- 
ratory work would help obviate the difficulty of the beginner in 
modifying and adjusting her college work to secondary needs. The 
objection to so-called normal methods is invalid, since the full content 
of the college courses is given to the student in each department 
from which she elects work regardless of whether she teaches it or 
not. The time given to the vocational side of her subject would be 
limited to her senior year and would probably occupy less time and 
give more permanent results than many of the present senior 
activities.^ Since the college actually turns out a large proportion 
of its students as teachers, since a placement bureau for teachers is 
part of its equipment, since a possessor of the college diploma is 

1 The reaction of the schoolmen who employ college-trained teachers was expressed by 
the exasperated protest of the Superintendents' Association in Boston in 1915. The 
superintendents seemed, on the whole, to have reached the limit of their endurance with 
what they termed "the raw A. B." The solution which they ofCered is of interest; that 
is, practical service in teaching during the college course to be counted as points toward 
the degree. 



MAJOR STUDIES AND VOCATIONS. 125 

recognized as a suitable candidate for a teaching position, the sup- 
port of a department of education and a knowledge of its policy 
by the college seems highly desirable. At present the colleges recog- 
nize bitterly the inadequate, meager preparation of the students who 
enter from secondary schools. They fail, however, to make the 
logical connection between themselves and that lack of preparation • 
they have trained the teachers for those schools. Some part of the 
remedy, at least, rests in their assumption of their responsibility for 
that training. 

The third group of noncorrelates, the secretaries, is considered not 
only because of its size in the 1912 classes, but because from the 
Intercollegiate Bureau data secretarial work appears to be the voca- 
tion into which ex-teachers largely go. Over 45 per cent of former 
teachers who were correlates and 57 per cent of former teachers who 
were noncorrelates became secretaries. 

Like social work, secretarial work appears upon an analysis of 
its requirements to be closely allied with the regular college courses. 
The course of secretarial studies given by the extension teaching of 
Columbia University for college graduates lists the following sub- 
jects: Stenography, typewriting, Spanish, contemporary literature, 
history, secretarial bookkeeping, typography, and an adequate train- 
ing in French and German. The demands of English are ease and 
clearness of diction ; " for to write accurately what one thinks must 
always be one of the prime requisites of a secretary." 

It is obvious that such a course might be shortened by the student 
who had decided upon the vocation of secretaryship, if she had in 
mind the requirements. Election of the languages, literature, and 
history w^ould cover the academic preparation. The fulfilment of 
the English demand is greatly to be desired of all students. Of the 
technical training, typewriting has become not only a convenience 
but a necessity in so many fields that any student would do well to 
acquire it. Typewritten college work would be a boon both to the 
student and to the instructor. One method of obtaining it has been 
secured at the Connecticut College for Women by providing a room 
equipped with typewriters which the students are free to use at 
any time. Stenography studied during vacations could offer no 
better opportunity for expert practice than that provided in the lec- 
ture room of the college. 

Secretarial bookkeeping and typography then are the only classes 
which require special technical preparation. The student who wished 
to enter upon her vocation upon gi-aduation could probably in the 
nine months of vacation of her college course acquire such extra 
work. 

If after making the suggested preparation in any one of these 
three fields of teaching, social work, or secretarial work, the gradu- 



126 CUREICULUM or THE WOMAN S COLLEGE. 

ate changes her desire for that occupation, nothing is lost. On the 
contrary, she is the gainer in first-hand knowledge of social and 
economic conditions which make for good citizenship ; in a scholarly 
grasp of a group of subjects and a confidence in herself in her ability 
to handle facts; or in ability to make language her tool. In the 
meantime she has had the stimulus toward real work in college which 
is supplied in the professional school by what Dr. Eliot calls the 
life-career motive. 

To suggest a way in which such a motive can be supplied early 
enough in the college course of the student to permit thoughtful 
choice of vocation and intelligent correlation of studies is the sub- 
ject of the next chapter. 



v.— THE SOCIALIZATION OF THE WOMAN^S COLLEGE. 



The study of the curriculum through its development and in its 
present state, and of its relation to the individual to whom it has 
served as a means of education for four years, has brought out with 
emphasis certain considerations which concern both of these factors. 
To sum them up briefly into two groups, the first consideration in- 
cludes the possibilities of the individual, the second the potentialities 
of the curriculum in its relation to the individual. 

The college woman has disproved two fallacies, that her place is 
exclusively in the home, and that her place is exclusively in the school- 
room. Increasingly she has demanded work, and increasingly that 
work has become more varied in its character. The existing condi- 
tions are, then, larger groups of college-trained women entering oc- 
cupations each year, and a greater number of occupations opening to 
receive them. Furthermore, these new vocations do not open auto- 
matically with the increased number of applicants, but only as 
pioneers prove successful in them. 

If college women are to continue their efforts and their successes — 
and there seems no predictable barrier except an entire social set- 
back — the college must take upon itself a new responsibility, that of 
providing society with something which more nearly approximates 
its maximum w^orking efficiency. To quote from Woods : " Society 
is suffering less from the race suicide of the capable, than from the 
nonutilization of the capacities of the well-endowed." ^ 

If women congregate in numbers in one or even a few professions, 
the chances are against the utilization of the highest capacity of the 
individual. She is probably not in the field because it is the one 
peculiarly fitted to her aptitudes. The reasons for the selection of 
her career, if it is a majority career, may be based on the contagion 
of imitation, on the ambitions of her parents, on financial pressure, 
on the ease of entrance, or on lack of knowledge of other oppor- 
tunities. Xone of these motives is essential to success. Given a 
knowledge of other opportunities, however, with a conviction of 
aptitude for a particular one of them, and no one of the other rea- 
sons will probably be powerful enough to determine choice. 

^ Woods, Ervllle B. American Journal of Sociology, JCovember. 1913. 

127 
41596°— 18 ^9 



128 CURRICULUM OF THE WOMAN S COLLEGE. 

Lester Ward, the sociologist, believes that two factors are essential 
to successful achievement, first, intellectual capacity and moral char- 
acter, and second, opportunity. To provide the opportunity has 
become a definite problem of the college, an issue which it has shown 
a tendency to avoid by the plea of the value of general culture and of 
the all-round person. "The defect of this ideal (culture, breadth, 
and the all-rounded person)," says President Maclaurin, "is that it 
does not supply a motive strong enough to be effective for the young 
people of the present day." ^ 

In the efforts to realize the ideals of general culture and an all- 
round existence, the college girl dissipates her energies over wide 
and frequently desert areas, and forms habits which are not condu- 
cive to concentration either of thought or purpose. With no motive 
strong enough for a driving force toward an attack on her work, she 
frequently orders her energies toward repelling the attacks which 
the work makes upon her. The modern demands of specialization no 
longer put a premium upon that product with which the woman's 
college abounds, the average student. At the end of the period 
during which, irrespective often of any special effort or direction on 
the student's part, she has received a cultural education, she finds 
herself confronted by a very specific and imperative question : What 
is she going to do ^^ith the rest of her life? The postponement of 
her decision brings to her certain inexorable results : She is usually 
without time or opportunity to find out about the fields of work open 
to her; she is hurried into an occupation which she has had no 
chance to investigate or test with relation to her abilities; she, and 
through her, society, are deprived temporarily or permanently of 
the utilization of her capacities. 

To such individuals the college is responsible to the extent of 
providing opportunity to select careers, and education which will 
have some bearing on the successful pursuit of them. 

Something must happen to each and every one of them that gives him some 
glimpse of liis future life and arouses his ambition to strive for it. As Prof. 
Cooley says, "A man can hardly fix his ambition upon a literary career when 
he is perfectly unaware, as millions are, that such a thing as a literary career 
exists." A clear vision of a congenial field is that one fundamental circum- 
stance in anyone's career.* 

Provision of a clear view of a congenial field is, then, a primary 
consideration in the problem of the utilization of the capacities of 
the individual. Given the inevitability of work, or, if that is not 
granted at large, at least the unquestionable desirability of it, the 
issue becomes vital to the degree of demanding preparation quite as 
much as the issues of the care of the body and the use of the mind. 

1 Maclaurin, Richard C. Address to National Educational Association, Boston, 1910. 
^ Ward, Lester F, Applied Sociology, 



SOCIALIZATIOX OF WOMAN 's COLLEGE. 129 

Given the eternal principle of human variation, and, as a result of 
its insistence, variation in fields of work to meet it, again a vital is- 
sue demands attention. The factors of the problem resolve them- 
selves then into acceptance of a life of work for the individual as a 
useful member of society, recognition of variation in human capaci- 
ties, and of variation in possibilities of the utilization of those 
capacities. 

The solution of the problem should be a matter of consideration 
early in the college course of the student. The freshman year as a 
point of departure offers two disadvantages: First, the student is 
too absorbed by the novelty of her situation and by the process of 
mental and spiritual adjustment to it to allow any residue of her 
attention for her future; second, at least one jenr of college work is 
an essential basis upon which to build a knowledge of the student. 
A year provides at least some slight indication of the work she does 
best. High-school work is too likely to be mechanical college prepa- 
ration to constitute a fair criterion of real capacity. 

At the opening of her sophomore year, however, the student enters 
upon a different phase of her educational development. A certain 
degree of adjustment has been essential to her survival, an acceptance 
of possible future demands upon her has come with observation of 
the graduation and dispersal of one class; she is at a critical point 
where she can be withdrawn into three years of absorption in con- 
cerns entirely unconnected with the outside world or where she can 
begin to take her part as a woman in permanent issues. At this 
period of awakening social consciousness, the girl is no longer a 
child. The risk of forcing her to an immature choice in presenting 
to her at the age of 20 the possible opportunities of her life is not 
great. Moreover, presentation of opportunity in no way implies 
irretrievable bonds to one occupation, but rather a chance for pre- 
liminary trials of strength in different forms of contest. That 
greater freedom is henceforth permitted the student in her choice of 
electives implies that the college recognizes her as a responsible being, 
and should logically imply an obligation on its part to give her a 
basis for her choice. 

Suppose, then, in the sophomore year a course of regular academic 
standing is offered, the content of which is concerned with vocations 
open to women. The course should aim to present in connection with 
each field of work: First, an accurate conception of the special occu- 
pation and the group of coordinated occupations, e. g., secretarial 
work with its subdivisions into stenographers, clerks, bookkeepers, 
statisticians, registrars, etc. ; second, the qualities demanded by the 
work; third, the preparation required in special outside courses and 



130 CURRICULUM OF THE WOMAN ^S COLLEGE. 

that acquired by intelligent grouping of college electives; fourth, 
the advantages and disadvantages of the occupation, including sal- 
ary, hours, mental and physical demands, opportunities for advance- 
ment ; fifth, its social significance. To supplement the unbiased pres- 
entation of the instructor, at least one successful representative from 
each main field of work should give to the class the results of her 
experience. A large body of alumnae stands behind each college as a 
committee available and competent to supply such a demand. 

The laboratory work of such a course on vocations should be actual 
investigation. To illustrate, if a student is interested in salesman- 
ship, she should look into the course given in preparation for the 
work, interview educational directors in the large stores and teachers 
of salesmanship in public schools for the first-hand information 
about the work, and make a report on the results of her investigation. 
If her interest proves permanent, some of her apprenticeship in 
store- work can be covered during vacation. If she decides that she 
prefers bacteriology or interior decorating, she has some real knowl- 
edge of conditions which she has gained while still in college as a 
basis for her change of choice, and she has not had to waste time 
after graduation in aimless drifting. She has, moreover, gained 
invaluable social education in her experience with the world's work. 

Such a course on vocations offers an honest basis for vocational 
guidance. In but a small minority of young people is the natural 
bent strong. For the undetermined student, options must be offered 
before direct guidance can be attempted. 

To supplement the course, however, and to supply more direct 
guidance, the instructor or counsellor should card-catalogue her 
students as carefully as a physician catalogues his patients. By 
accurate personal data, by recorded faculty reports, by information 
gained from all available academic and home sources, perhaps at 
some future time by psychological tests, such a complete record of 
the student should throw light on her particular aptitudes. Con- 
ferences based on sound impersonal data should aid the student to 
do three things: To make an intelligent selection of subjects from the 
curriculum; to develop self-insight without sentimentality; to find 
out what she wishes to do. 

The present system of faculty advisors is vitiated because in spite 
of the good strategic position of the teacher, she is likely to be preju- 
diced by over-valuation of her own field through insufficient knowl- 
edge of other fields, and because her mode of living prevents her of 
necessity from possessing the view of life gained by participation 
in "v^ork outside of the academic world. 

Through discussion with the different faculty members, however, 
the counsellor would have at her disposal the consultation with spe- 



SOCLALIZATIOX OF WOMAN ^S COLLEGE. 131 

cialists which is essential for careful diagnosis. Such a diagnosis 
should include details of physical as well as mental capacity. 

The counsellor must know by preliminary investigation through 
a background of research the resources and problems of vocations 
open to women. Through cooperation with men and women in occu- 
pations she would have current information regarding the vocations; 
at the same time she would provide the employers with knowledge 
of the possibilities which the college offers to them. 

An important part of such a system of vocational guidance should 
be the follow-up work. Failure in a vocation may result not from 
incapacity, but from a wrong type of work in the right vocation. 
The beginner's school may be exceptionally difficult, her employer 
demanding, her library hampered by trustees, her chances for success 
weakened by perplexity as to causes of failure, since lack of experi- 
ence affords her no key to the situation. The office of the college 
counsellor should be able to do much to tide over the difficulties of 
beginners. 

Guidance by any one person is an egregious error and piece of 
effrontery on whicli is founded the current charlatanism of deserved 
disrepute. With one office, however, as a clearing house for contri- 
butions from faculty, parents, students, emplo5''ers, both economy of 
effort and efficient administration of resources would be secured. In 
the final analysis the student becomes her own guide under the best 
conditions for efficiency that human experience can provide. 

The consideration of any new system involves several features. In 
this case, the student, the college curriculum, and society. 

AYherever the student has had the stimulus which President Eliot 
calls the life-career motive the effect on him has been wholly de- 
sirable. 

Says President Eliot: 

In every college a perceptible proportion of the stnrlentR exhibit a lansrnirl 
interest, or no interest, in their studies, and therefore bring little to pass 
during tlie very precious years of College life, * * * All of us adults do 
our own best work in the world under the impulsion of the life-career motive. 
There is nothing low or mean about these motives, and they lead on the people 
who are swayed by them to greater serviceableness and greater happiness — to 
greater serviceableness because the power and scope of individual productive- 
ness are thereby increased ; to greater happiness because achievement will 
become more frequent and more considerable, and to old and young alike 
happiness in work comes through achievement/ 

President Eliot speaks of men, but his words are equally signifi- 
cant for women, who perhaps have more to gain by a life-career 
motive than men. Not only might the perceptible proportion of in- 
different students be affected, but the percentage of " no vocations " 

^ Eliot, Chas. W. Life-career Motive in Education. Address to National Educational 
Association, Boston, 1910. 



132 CUERICULXJM OF THE WOMAN ^S COLLEGE. 

might be lowered by a motive which concerned itself with helping 
the rich girl to greater service through achievement. A step might 
even be taken toward the solution of the problem of the married 
women who rust in disuse. John Dewey says : 

A vocation means nothing but such a direction of life activities as renders 
them perceptibly significant to a person, because of the consequences they 
accomplish, and also useful to his associates. The opposite of a career is 
neither leisure nor culture, but aimlessness, capriciousness, the absence of 
cumulative achievement in experience, on the personal side, and idle display, 
parasitic dependence upon others, on the social side. Occupation is a concrete 
term for continuity.^ 

The objection to a claim for the need of careful choice of a vocation 
is the common dictum that women go into occupations only until 
they marry. In the light of Prof. Dewey's definition of a vocation, 
such an objection shows its triviality and irrelevance. An answer 
which might be yielded is that marriage would in no way lessen the 
values of a well-chosen vocation. The knowledge acquired and ex- 
perience gained remain a permanent equipment which through choice 
or necessity may at any time be of active service. 

A second objection to involving the college in vocational choice is 
the alleged lack of time. Under the present system a college student 
has nearly one-third of the year devoted to vacations. No able- 
bodied young woman needs or, if she has something better to do, 
desires so much time for recuperation. An abiding interest will call 
into service much of that tijne toward special preparation without 
injuring health or happiness. During the college year, too, a curricu- 
lum which provided for more experimental and less book work could 
require more time without risk of overwork. 

If the student finds it possible and profitable to make between the 
curriculum and her future vocation a correlation which is conscious 
and intelligent, not accidental, she will demand certain standards of 
that curriculum. To be specific, the young woman who elects the 
profession of law, or medicine, or teaching, will have distinct aims 
in her courses in the history, economics, and government group, or in 
science, or in education and the subjects she wishes to teach. The 
young business woman will have a new interest in psychology, in 
sociology, in English, in modern languages, in whatever bears upon 
her chosen type of business. The student who wishes later to prepare 
herself for any form of domestic science and art work has a motive 
in selecting her courses in chemistry, biology, physiology, education, 
sociology, and art. Any vocation which would refuse to correlate in 
some degree with college courses would, if a reputable vocation, 
reflect severely on the quality of the college work. 

1 Dewey, John. Democracy and Education, p. 358. 



SOCIALIZAl^ON' OF WOMAN 's COLLEGE. 133 

The effect of motivated demands upon the curriculum would be, 
first, to vitalize college courses by an enrichment of content and by 
the renaissance of the faculty; second, to unify coui-ses by making 
them correlate with each other and with a definite future goal; third, 
to unify the faculty aim. This correlation of studies with vocations 
would tend to replace promiscuous absorption of courses for imme- 
diate academic purposes by original thinking on permanent issues. 
The unity between present and future work would supply a valuable 
economic and social asset by furnishing knowledge of the world's 
conditions and in consequence greater power to deal with them. 
Thus, even if the chosen vocation were never followed, it would in its 
effect on the individual provide the best disciplinary work possible. 

The final factor, society, is inevitably involved, first, by any insti- 
tution which can provide leaders ; second, by any system which will 
help to give it the maximum working efficiency of its members; third, 
a corollary of the last, by any reduction of wastage. That a rela- 
tion between the student and her callege course can be brought about 
to help consummate such imperative ends has been the aim of this 
piece of work. 

" Nurture does not consist in the mere coddling of the weak, V says 
Ward. " It consists in freeing the strong. " To enable a person to 
select and successfully pursue a career is setting free the strong to 
become leaders of the race. 

The ideal of democracy, as realized in the college, too frequently 
expresses itself in an attempt to turn all intellects into the same 
mold. A more truly democratic treatment of much of our college 
material would be to deflect it into directions where it would count 
to some useful purpose through realization of a development im- 
possible in the college. True democracy does not demand a college 
training for all, but an opportunity for the highest development of 
individual capacity. A system of vocational guidance will not only 
discover all possible uses of the college for the students who enter, 
but it will also discover cases of particular abilities to which the 
college can not minister, and will direct those cases into their neces- 
sary fields of preparation. The student who is now dismissed as 
"not college material," with all the humiliation of such dismissal, 
may then take her place creditably in some other field. By a dis- 
criminating choice of the student body, based upon quality rather 
than quantity, the college can perform a more truly democratic 
service to society in the development of leaders and in the offering 
of real equality of opportunity. 

A student body charged with purpose and energized by a knowl- 
edge of principles behind society is ready to tender to the world the 
maximum of its power. The waste through failure, the waste 
through partial success which is just sufficient to inhibit effort toward 



134 CUREICULUM OF THE WOMAN 's COLLEGE. 

change but not enough to permit self-expression except outside the 
vocation, the waste by the social detachment of women debarred 
from work, all waste, as John Dewey says, is due to isolation. 

His remedy is getting things into connection with one another so 
that they work easily, flexibly, and fully. The connection or organi- 
zation which would encourage growth and prevent waste can be made 
at least in part by the college in relating its education intimately to 
life. This problem of unity is part of the call of the age. It is at 
the basis of the evolutionary ideas which have forced experimentation 
by laboratory methods into the college work, and it lies behind the 
present effort to secure unity of college and working life through 
the development of the one into the other. 



BIBLIOGRAPHY. 



Barnard, F. A. P. Higher educatiou of women. Barnard's American journal 
of education, 31: 387-96, 1879. 

Barnard College. Announcements, from 1889-1915. 

Annual report, 1890-91. 

Circular of information, 1889-90. 

Collegiate course for women. Circular of information, 1S82-83. 

Meeting of trustees and associate members, 1891. 

Report of academic committee, 1891. 

Reports of dean and treasui-er. 

Reports of meeting of trustees and associate memliers, 1890. 

Bloomfield, Meyer. Readings In vocational guidance. Boston, Ginn and oo., 
1915. 

Youth, school, and vocation. Boston, Houghton Mifflin co., 1915. 

Brewster. William T. Barnard College. Columbia University quarterly, vol. 
12. no. 2. March. 1910. 

Broome, E. C. Historical and critical discussion of college admission require- 
"* ments. New York, Columbia University, 1903. 

BuRRiT, Bailey B. Professional distribution of college and university gradu- 
ates. In U. S. Bureau of Education. Bulletin no. 19, 1912. 

Butler, Nicholas Murray. Barnard College. Columbia University quarterly, 
June, 1915. 

Five evidences of an e<lucation. Educational review, November, 1901. 

Frederick A. P. Barnard. Columbia University quarterly, vol. 12, no. 2, 

March, 1910. 

Byerly, William E. Radcliffe College thirty years after. Harvard graduates' 
magazine, December, 1909. 

Canby, Henry Seidel. Culture and prejudice. Harper's magazine, 130: 106. 

Converse, Florence. The story of Wellesley. Boston, Little, Brown and co., 
1915. 

Davis, Jessee B. Vocational and moral guidance. Boston. Ginn and co.. 1914. 

Dealey, Hermione L. Comparative study of the curricula of Wellesley, Smith, 
and Vassar Colleges. Pedagogical seminary, September, 1915. 

Dewey, John. Democracy and education. New York, Macmillan co., 1916. 

and Dewey, Evelyn. Schools of tomori'ow. New York, E. 1*. Dutton and 

CO., 1915. 

Early academies. Barnard's American journal of education, 30: 589. 

Early colleges. Barnard's American journal of educatiou, 13 : 267-8, 503-6. 

Eliot, Charles W. Address at National Education Association meeting, 1910. 
In Readings in vocational guidance. 

Emersox, Joseph. Female education. Saugus, January 15. 1822. 

Female Medical Educational Society. Annual Report. 1855. 

Foster, William T. Administration of the college curriculum. Boston. Hough- 
ton Mifflin CO., 1911. 

135 



136 GUREICULUM OF THE WOMAN ''s COLLEGE. 

GiLCHBiST, B. B. Life of Mary Lyon, 1797-1849. 1910. 

Oilman, Abthur. In the beginning. Radcliffe magazine, June, 1905. 

High School Teachers' Association. Students' Aid Committee. Choosing a 

career. New Yorli, 1909. 
Hocking, W. E. The culture worth getting in college. School and society, vol. 

3, no. 55. 
HoKNE, H. H. Cultural and vocational education. School and society, vol. 3, 

no. 61. 
Hyde, W. DeW. The college man and the college woman. Boston, Houghton 

Mifflin CO., 1906. 
Ladd, G. T. How shall the college curriculum be reconstructed? Forum, 35: 

130. 
LossiNG, B. I. Vassar College and its founder. 1867. 
Lyon, Maey. Public letter about the seminary. 1836. 
Matthews, Lois Kimball. The dean of women. Boston, Houghton Mifflin co., 

1915. 
McVea, Emilie W. The effect of present educational developments upon the 

higher education of women. Education, September, 1915. 
Mead, A. D. Orientation course for freshmen at Brown University. School and 

society, March 18, 1916. 
Mental education of women. Barnard's American journal of education, 1 : 567. 
MoNEOE, Paul. Cyclopedia of education, p. 706. 
Mount Holyoke College. Catalogues, 1893-1915. 

The seventy-fifth anniversary, 1912. 

Mount Holyoke Female Seminaky. Catalogues, 1842-86. 

Female education. Tendencies of the principles embraced and the sys- 
tem adopted. 1839. 

General view of the principles and design. February, 1937. 

Memorial. Twentieth anniversary. 1862. 

Mount Holyoke Seminary and College. Catalogues, 1888-93. 

Nutting, Mary Olivia. Historical sketch of Mount Holyoke Seminary. 1878. 

Palmer, G. H. Life of Alice Freeman Palmer. Boston, Houghton Mifflin co., 

1908. 
Parsons, Frank. Choosing a vocation. Boston, Houghton Mifflin co., 1909. 
Porter, Noah. The Christian college. 1880 (pamphlet). 
Putnam, Emily James. The rise of Barnard College. Columbia University 

quarterly, vol. 2, no. 3, June, 1900. 
Radcliffe College. Courses of study, 1879-1915. 

Reports of the ladies of the executive committee, 1883. 

Reports of presidents, regents, and secretaries, 1883-1915. 

Report. Private collegiate instruction for women, 1879. 

Report of Radcliffe historian for 1903. 

Raymond, John. Vassar College. Its foundation, aims, resources, and course 

of study. May, 1873. 
Richards, H. M. The curriculum and equipment of Barnard College. Columbia 

University quarterly, vol. 12, no. 2, March, 1910. 
Snow, L. F. The college curriculum in the United States. New York, Teachers' 

College, Columbia University, 1907. 
Stow, Mrs. Sarah D. (Locke). Mount Plolyoke Seminary. First half century, 

1837-87. Published by the seminary. 
Taylor, James Monroe. Before Vassar opened. Boston, Houghton Mifflin co., 

1914. 



BIBLIOGRAPHY. 1-] 



Taylor, James Monroe, and Haight, Elizabeth Hazelton. Yjissar. New York, 

Oxford University press, 1915. 
Thorndike, E. L. The selective influence of the colk-ge. K(hicutiunal review, 

30:1. 
Thwing, C. F. a histoi^y of hislier ecUicatiou in America. Chapter 15. New 

York, D. Appleton and co., 1906. 
Todd, A. J. The collef?e teacher's function. School and society, vol. 3, no. 55. 
Vassar College. Catalogues, 18G7-1915. 

Communication to board of trustees by its founder, Fel)ruary, 16G4. 

Connnunication to board of trustees by its founder, April, 1SG5. 

Communication to board of trustees by its founder, June, ISGG. 

Communication to board of trustees by its founder, June, 18G7. 

The president's visit to Europe, 18G3. 

Proceedings of the trustees at tlieir first meeting, February 26, 18G1. 

Prospectus of the Vassar Female College, May, 1865. 

^^'Al:D, Lester F. Applied sociology. Boston, Ginn and co., 1906. 

Warner, Joseph B. KadclilTe College. Harvard graduates' magazine, March, 

1894. 
Wellesley College. Addresses at opening of Billings Hall, October l."i, 1904. 

Calendars, 1877 to 1915. 

Circular, 1876. 

President's reports to the board of trustees, 1883-1914. 

Women's Educational and Industrial Union. Vocation series. Boston, 

1911-15. 
M'oods, Erville B. The social waste of unguided personal ability. Anierii an 

journal of sociology, November, 1913. 



■ INDEX. 



Aggasiz, Mrs. Louis, and Badcliffe College, 84, o(.>-:i7. 

Bachelor of arts, requirements for degree, 62-lOG. Sec also under names of colleges. 

Barnard College, B. A. degree, 62-112; major studies and vocations, 113, 115-126; 

teaching, 110. 
Barnard College (curriculum), chemistry, 102-103; courses of instruction for 1915-16, 

58; development, 41-51; English, 6o-G7, 74-75; German, 93-94, 97-98; history, 85- 

87, 91-92; Latin and Greek. 98-100; mathematics, 100-102; philosophy and psychol- 
ogy, 104-106 : zoology, 78-80, 82-83. 
Bible study, Wellesley College, 24. 
Bibliography, 135-137. 

Chemistry, courses in women's colleges, 102, 103. 
Classics, courses in women's colleges, 98-100. 
College teaching, 110-112. 
Columbia University. See Barnard College. 
Comparative study of modern curricula, 57-109. 
Composition. See English language. 

Degrees, bachelor of arts, requirements, 62-106. Sec aho under names of collcycs. 
Development of the curriculum, 7—56. 
Dewey, John, on vocational education, 132. 
Durant, Henry, statement of aims of Wellesley College, 18-19. 
Electives, Vassar College, 27-31 ; "W^ellesley College, 27-32. 
Eliot, Charles W., on life-career motive, 131. 

English, courses of study in women's colleges, 64— 7<). »s'<c also iDider names of coUeyes. 
German, courses of study in women's colleges, 93-98. Sec alf<o iiniler names of coUeoes. 
Greek. See Classics. 

Harvard University. See Badcliffe College. 

History, courses in women's colleges, 85-92. See also under names of coUcyes. 
Intercollegiate Bureau of Occupations, data regarding alumnae of women's colleges, 

115-122. 
Jewett, Milo P., on course of study, 10. 
Latin. See Classics. 
Lecture system, value. 111. 
Life-career motive, 131. 

Major studies and A'ocations, relations, 113-126. 
Mathematics, courses of study in women's colleges, 100-102. See also under names of 

colleges. 
Mount Ilolyoke College, B. A. degree, 62-112; development of curriculum, 51-56; major 

studies and vocations, 113, 115-126 ; teaching, 110. 
Mount Holyoke College (curriculum), chemistry, 102-103; courses for 1915—16, 58; 

English, 65-67, 75-76 ; German, 93-94, 98 ; 85-87, 92 ; Latin and Greek, 98-100 ; 

mathematics, 100-102 ; philosophy and psychology, 104-106 ; zoology, 77-80, 84. 
Philosophy, courses in women's colleges, 104. See also under no/mes of colleges. 
Psychology, courses in women's colleges, 105-106. 
Radcliffe College, B. A. degree, 62-112 ; development of curriculum, 32-41 ; major studies 

and vocations, 113, 115-126 ; teaching, 110. 
Radcliffe College (curriculum), chemistry, 102-103; courses for 1915-16, 5-8; English, 

65-67, 71-74 ; German, 93-94, 96-97 ; history, 85-87, 90-91 ; Latin' and Greek, 98- 

100 ; mathematics, 100-102 ; philosophy and psychology, 104-105 ; zoology, 77-80, 

83-84. 
Secretarial work, 125. 

Socialization of the woman's college, 127-134. 

Taylor, James M., and revised curriculum of Vassar College, 15-16. 
Teachers, constructive work, 112 ; data from Intercollegiate Bureau of Occupations, 116 ; 

training at Wellesley College, 21-22. 
Teaching, college, 110-112. 
"Vassar, Matthew, conception of a curriculum, 8-9. 

139 



140 INDEX, 

Yassar College, B. A. degree, 62-112 ; development of the curriculum, 8-17 ; electives, 

27-31 ; major studies and vocations, 113, 115-126 ; teaching, 110. 
Vassar College (curriculum), chemistry, 102-103; courses for 1915-16, 58; English, 

65-69 ; German, 93-96 ; history, 85-89 ; Latin and Greek, 98-100 ; mathematics, 100- 

102 ; philosophy and psychology, 104-106 ; zoologj', 77-81. 
Vocational education, 132. 

Vocations, and major studies, relations, 113-126. 
Warner, Joseph, on quality of work at Radcliffe College, 38. 
Wellesley College, B. A. degree, 62-112 ; development of curriculum, 17-32 ; major 

studies and vocations, 113, 115-126 ; teaching, 110. 
Wellesley College (curriculum), chemistry, 102-103; courses for 1915-16, 58; English, 

65-67, 69-70 ; German, 93-94, 96 ; history, 85-87, 89-90 ; Latin and Greek, 98-100 ; 

mathematics, 100-102 ; philosophy and psychology, 104-105 ; zoology, 77-82. 
Zoology, courses in women's colleges, 77-84. See also under names of colleges. 

o 



^ 






BULLETIN OF THE BUREAU OF EDUCATION. 

[CoDtliiue<l from p«ge 2 of coyer.] 

-No. 34. Institutions in the United States giving instruction In agi'iculture. 

A. C. Monahan and C. H. Dye. 
No, 35. The township and community high-school movement In Illinois. 
. . H. A. Hollister. 

No. 86. Demand for vocational education In the countries at war. Anna T. 

Smith. 
. No; 37. The conference on training for foreign service. Glen L. Swlggett. 
No. 38. Vocational teachers for secondary schools, C. D. Jarvis. 
No. 39. Teaching English to aliens. Winthrop Talbot 

No. 40. Monthly record of current educational publications, September, 1917. 
No. 41. Library books for high schools. Martha Wilson. 
No. 42. Monthly record of current educational publications, October, 1917. 
No. 43. Educational directory, 1917-18. 
No. 44. Educational conditions in Arizona. 
No. 45. Summer sessions in city schools. W. S. Deffenbaugh. 
Na 46. The public school system of San Francisco, Cal. 
No. 47. The preparation and preservation of vegetables, Henrietta W. Calvin 

and Carrie A. Lyford. 
No. 48. Monthly record of current educatiotml publications, November, 1917. 
No. 49. Music in secondary schools. -A report of the Commission on Secondary 

Education. Will Earhart and Osbourne McConathy. 
No. 50. Physical education in secondary schools. A report of the Commission 

on Secondary Education. 
No. 51, Moral values in secondary education, A report of the Conamisslon on 

Secondary Education. Henry Neumann. 
No. 52. Monthly record of current educatl(mal publications, December, 1917. 
No. 53, The conifers of the northern Rockies. J. E. Klrkwood. 
No. 54. Training In courtesy. Margaret S. McIiTaught. 
No. 55. Statistics of State universities and State colleges, 1917. 

1918. 

No, 1. Monthly record of current educational publications, January, 1918. 
No. 2. The publications of the United States Government. W. I. Swanton. 
No. 3. Agricultru-al Instruction in the high schools of six eastern States. 

C. H. Lane^ 
No. 4. Montlily record of current educational publications, February, 1918. 
No. 5. Work of the Bureau of Education for the natives of Alaska, 1916-17. 
No. 6. The curriculum of the woman's college. Mabel L. Robinson. 
No. 7. The bureau of extension of the University of North Carolina. Louis R. 

Wilson aud Lester A. WUlIams, 
jKo, 8, Monthly record of current educational publications, March, 1918. 
No. 9. Union list of mathematical periodicals. David E. Smith. 
No. 10. Public school classes for crippled children. Edith R. Solenberger. 
No. 11. A community center — ^what it Is and how to organize it. Henry E. 

Jackson. 
No. 12. Monthly record of current educational publications, April, 1918. 



